I’ve taken the summer off from blogging, tending instead to academic commitments and catching up on overdue reading and research. One of the areas I’ve been drawn into is the use of numeric, mnemonic, and letter-based alternatives to staff notation in the teaching of music. This has been a contentious topic in writing on the theory of Western music ever since the emergence of staff notation many centuries ago. The initial primary concern was how best to help unskilled singers gauge the size of intervals in vocal performance. In the late-18th century interest was additionally turned toward the desirability of music being printable using systems that “bring all its characters within the compass of a common fount of printing-types.”

The design of musical instruments expressly intended to bolster the pedagogical process became a focus of innovative activity that can be traced back at least to 1830. This was targeted both to use in schools and supporting members of church congregations in psalmody. Charles Zimmermann developed his autoharp with tutorial intent, incorporating a system for numbering the strings and the corresponding steps of a scale that could be indicated in simplified printed music. He also devised lesser known schemes for the similar notation of music for the button accordion and labeling the piano keyboard.