The current research aimed at teaching Basics of Theoretical Music Course by providing students with practical activities and applications using some divergent thinking strategies. The researcher followed the quasi- experiment methodology ( one group). Based upon first year exam results in Basics of Theoretical Music Course, participant were 10 students among those who have low marks in the above- mentioned course. A test on Basics of Theoretical Music Course was pre- and post- administered to the participants as the only instrument of the study. The two hypothesises of the study were approved. These hypothesises are: 1) there is a statistically significant difference between the mean scores of the study group in the pre- and post- test of basics of theoretical music course in favour of the post- test results, and 2) divergent thinking strategies are effective in teaching the basics of theoretical music course by calculating Modified Blake´s Gain Ratio. This research is divided into two parts. The first one involves introduction, aims, significance, delimitations, hypothesises, previous studies, and theoretical section. The second part includes the practical section incorporating procedures, results, discussion, recommendations, references, and appendices. Keywords: educational activities, divergent thinking strategies, basics of theoretical music course.