Piano Virtuoso with Maestro.

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Piano Virtuoso with Maestro, 10 Instructor Edition; includes 2 bookish man versions (and instruction book). Wickes, Inc. (111 Oak Meadow Dr Simpsonville, SC 29681) 2004 43 pp $5995

This software packet ensues with an instructor CD-ROM, pair student CD-ROMs, two student game diskettes and a brief instruction manual. It is designed for a PC with a CD-ROM and 3 1/2-inch floppy drive, running the operating classification Windows 95 or later. This program cannot be used forward a Macintosh computer.

The software is designed to be custom tailored to each student's ne and flush The instructor CD-ROM allows the teacher to create a profile for each pupil and determine what theory skills are appropriate for that learner The profiles are then saved as "games" upon individual diskettes for students to take abode and work on. Each student's game can be preprogrammed to include a wide variety of specific concepts: chords, scales, number intervals, symbols, terminology, ear training, first note of the scale signatures and note identification. For example, common may set up a student's game to include just the major elucidation scales of C, G and F and another student's game to include the minor solution scales of A, E, D G and C formerly the student completes segments of the games, the teacher can insert the diskette into his or her computer and analyze comes through line graphs, group charts, pie charts and bar charts. A student's diskette may be modified as many times as necessityed for the next take-home session. The teacher also may appoint up groups of students to play the theory games simultaneously, each at their have a title to level.

My main complaint about the program is it is titled as an "Interactive Learning System" when it actually simply trials concepts, records scores and displays graphs. I descry this not as an interactive learning tool, nevertheless as a testing and evaluation tool. A secondary complaint is the simplicity of the direct the eye of the program's graphics, layout, interaction and in such a manner forth in comparison to the video games many children play daily onward their cell phones and hearth video-game units. On a testing/evaluating basis, the program's authors did a surpassingly thorough job. However, as a pedagogical tool, I believe this software is lacking because the conceptions are not taught and practiced between the sides of repetition before they are standarded In my opinion, the instructors who will derive the most numerous benefit from this software are those who teach theory conceptions during a lesson and desire an application to trial and record students' theory scores.

Kathy Rabago Winston, Cedar Park, Texas.

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