 A possible theory regarding these results is that the students in the experimental group memorized the colors instead of the notation.The third task of note naming seemed to be less of a challenge for the control group who learned to read notation than the experimental group who learned which color is which fingering on their instrument.In regards to which type of notation was easier to read, in the experimental group all but three found the color-coded notation easier to play, in the control group 18 out of the 46 chose color-coded notation also easier to read.