PREFACE
Fundamentals of Music Theory is designed for students with little or no musical background. Though it is intended primarily for non-music majors, it is also ideal as a review of fundamentals for music majors or for individual instruction in conjunction with applied music study. The materials have been selected to provide students with an understanding of music terminology, fundamental concepts in music theory, and techniques in music reading.
Students in music fundamentals classes characteristically exhibit a wide range of abilities and talents in music. Therefore the instructor is often frustrated by the need to pace the class for the average students, neglecting the specific needs of both the more advanced and the less advanced students. This text was developed to permit each student to progress at an appropriate pace, under close supervision of the instructor. It may also be used as a class-paced text; the presentation of topics in clearly defined sections facilitates this method.
The student advances through Skill Drills (practice exercises) to Progress Checks (self-tests covering topics in several Skill Drills) and finally to Unit Tests. Answers to the Skill Drills and Progress Checks are given in the book so students can evaluate their comprehension. The Unit Tests are included in the Instructor`s Manual; they are designed to be administered and graded by the instructor.
This pyramid structure provides students with a firm basis for efficient learning and effective retention. Outstanding features are:

1. Thorough exPlanations of each toPic, with step-by-step problem-solving methods. Readily comprehensible text material encourages students to assume more responsibility for their own progress. Class time usually required for interpreting the textbook may thus be used for a broadened spectrum of musical experiences.

2. A generous supply of practice exercises on each toPic. Many types of exercises are presented, with ample opportunity both for mastery of each problem and for an understanding of its relationship to other topics.

3. Immediate comprehension checks, identifying specific areas that need further study. Self-tests with answers eliminate the frustrating, time-wasting wait until the next class meeting (or until papers are graded) to find out if problems are correctly solved.

4. Instructor-monitored comprehension checks on every major toPic. Unit Tests provide the instructor with a systematic index to each student`s progress. They are designed for use in either individually paced or classpaced situations.

5. Examples from musical literature. This text is a practical introduction to musicianship. The examples and exercises drawn from musical literature enhance students` understanding of the significance of the topics presented by demonstrating the direct relationship between the material in the text and its application to the composition and performance of music.

Comprehension of the material in the text can best be reinforced by practice in a wide variety of musical situations. A program of classroom activities in the Instructor`s Manual includes suggestions for rhythm practice, ear-training drills, and sight singing. In addition, the appendixes contain supplementary instructional material, including a highly acclaimed series of keyboard assignments correlated with the text units. Through these assignments students with no previous keyboard experience learn to identify all keys on the piano, play the intervals and triads described in the text, and perform simple melodies.
The eleven units cover the topics characteristically included in a onesemester college course. One or more of the final units may be omitted in courses of shorter duration. Further compensation for differences in progress rates and number of weekly class meetings may be made in the time devoted to supplementary assignments, class activities, and special projects .

We greatly appreciate the encouragement and assistance of the following friends, colleagues, and students who participated in the development of this book: Vance Barrett, Charles Bergeron, Jr., Troy Bomar, Carolyn Bowes, Shirley Casebolt, David Cirullo, Marjorie Means Cogswell, Deborah Corey, Linda Cortez, Sandra Cribbett, William Dale, Michael DeLuca, Craig deWilde, John Dobson, Elizabeth Buchanan Duncan, David Franklin, Mary Gallatin, Catharine Gleason, Harold Gleason, Chris Hills, Kent Holliday, Ron Incitti, Russell Litchfield, Robert MacSparran, Kent Margason, John Mellenbruch, Leslie O`Hara, Neal Osborn, Barbara Rayas, George F. Roach, Sr., John Skoczen, Lorraine Stambaugh, Floyd Stancliff, Rodney Townley, David Van Auken, and T.M.O.