A method of teaching musical notion involves using as support media forty five cards (1-45) the number of which corresponds to the number of principal tones of a counter-octave, higher, lower, first, second and third octaves and forms a pack of cards on 21 of which (1-21) are reproduced the musical notation lines (46), bass clef (47) and appropriate notes in ascending tonal order: 'la' (48), 'ti' (49), of the counter-octave, 'do' (50), 're' (51), 'mi' (52), 'fa' (53), 'sol' (54), 'la' (55), 'ti' (56) of the higher octave, 'do' (57), 're' (58), 'mi' (59), 'fa' (60), 'sol' (61), 'la' (62), 'ti' (63) of the lower octave and 'do' (64), 're' (65), 'mi' (66), 'fa' (67), 'sol' (68) of the first octave. Twenty four cards (22-45) show the musical notation lines (46), treble clef (69) and appropriate notes in ascending tonal order. Musical memory is developed by assimilation of the names and locations of the notes on the lines during playing. Allocation of training cards starts with the card on the musical notation lines of which are shown a lower octave note.
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