Music Theory, Solfège, Developing Aural Skills" is a three - book music theory series and it is written in order to present a multifaceted and comprehensive teaching method that connects music theory with the act of making music. The aim of the book is not only to provide the students with theoretical knowledge, but also to help them apply this knowledge in practice when learning to play a musical instrument or participating in a choir, orchestra, or other musical ensemble. By offering interesting music material to educators, the book aims to create an engaging learning environment, thus activating the conscious participation of the students and promoting the development of their musical skills.The solfège exercises in this book are original compositions with piano accompaniment in various styles, such as ragtime, swing, etc. The audio files include recordings of the piano accompaniment in all the keys required, in two versions: a) the melody with the accompaniment and b) only the accompaniment. They also include excerpts from the music examples in the Student's Book.The recordings help make the activities enjoyable for the student when studying alone. By connecting the theory of music to music as an Art, they will help develop the musicality of the student.By using- ear training exercises- exercises to identify similar rhythmic or melodic motifs- divided attention exercises- movable do exercises- transposition exercises- solfège exercises that are sung in both major and minor modes- two-part and three-part ear training exercisesthe student can develop the ability to recognise different intervals, internalise the names of the pitches, develop a sense of major and minor, learn to transpose, get the feel of the tonal centre, develop rhythmic accuracy and improve their memory.This book is accompanied by a Teacher's Book, which contains the piano accompaniment for the solfège exercises. The piano scores include chord symbols to facilitate teachers who wish to accompany the exercises on another polyphonic instrument or who prefer a simpler accompaniment than the one proposed.