THIS RESEARCH INVESTIGATED THE DIFFERENTIAL EFFECTS OF AURAL OR VISUAL PRESENTATION OF BASIC MUSIC MATERIALS AND WRITTEN OR VOICE RESPONSES. NEW METHODOLOGY AND TECHNOLOGY WERE EMPLOYED IN A CONTROLLED LABORATORY SITUATION WITH BOTH GRATIFYING AND THOUGHT-PROVOKING RESULTS. WHERE SIGNIFICANT EFFECTS WERE DUE TO THE EXPERIMENTAL TREATMENT, THE RESPONSE WHICH STUDENTS MADE SHOWED A GREATER EFFECT THAN DID THE STIMULUS PRESENTATION, EXCEPT IN THREE INSTANCES. THE PATTERNS OF THE EFFECTS CAUSED BY THE TREATMENT VARIED WITH THE TASKS PERFORMED AND THE KIND OF MATERIAL. THE BACKGROUND FACTORS, WHICH INCLUDED VARIOUS ASPECTS OF SPECIFIC MUSIC TRAINING AS WELL AS GENERAL EDUCATION, HAD SOME INFLUENCES UPON THE STUDENT'S BEHAVIOR. A BETTER UNDERSTANDING OF STIMULUS-RESPONSE EFFECTS HAS BEEN OBTAINED, AS WELL AS SOME DEVELOPMENT OF AN IMPROVED ENVIRONMENT FOR LEARNING ISOLATED MUSIC ELEMENTS. RESULTS OF THE INVESTIGATION INDICATE (1) THERE IS NO ONE BEST METHOD OF USING AURAL AND VISUAL MATERIALS FOR THE LEARNING OF MUSIC AND (2) THE PARTICULAR OBJECTIVE DETERMINES WHAT METHOD IS THE MOST EFFECTIVE. (LP)