During the 1960's and in reaction to the austerity of conservatories intended only for "gifted" children, so-called "active" methods vied with them by using games intended to capture the attention of young children. Unfortunately, it eventually became necessary to move on to more serious things and it all had to begin again . . .


Edgar Willems solved this problem by developing a coherent and continuous pedagogical progression from the first introductory course in music up to advanced solfège and instrumental study.