The acquisition of knowledge, skills and abilities related to the reading and writing of music implies a degree of considerable difficulty. Traditional approaches to music education are directed education are directed toward the knowledge of western music notation symbols. Its aim is that the student can used, so precise and effective, a system specific and extended universally decrypted scores or score musical ideas invented or heard. However, we consider interesting and effective use of alternative spellings, as an intermediate step, before presenting the pace and the metric through conventional notation. The practice of these systems is well suited for learning music in the preschool and primary stage, adapts to the level and “psychoevolutive” of the child development and enhances their motivation and interest. Under this heading, we started a series of didactic proposals for musical initiation school.