The content materials presented to students by the software should be sequenced in similar fashion as the music curriculum. By using local, State or National standards as a guide, one can assess the usefullness or the appropriateness of any piece of software. In general, software has been designed to accommodate a broad population of users. Care has been taken in selecting language for instructions which makes much of the introductory software usable with children or adult students. The cognitive content software is by far the largest, dealing with facts, terms, historic information, theoretical analysis, pitch systems, and other information about music.
More advanced programs combine several approaches.
The software is colorful, fast-moving and randomized for repeated usage. The content covers note reading, scales and music keyboard topography. The psychomotor area includes developing skills in music performance and perception of music. Examples of these programs include Keyboard Arpeggios, Audio Mirror or numerous ear training programs such as Aural Skills Trainer or Harmonic Progressions. Both assist students in perfecting the performance skills.