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Making the Grade

Making the Grade. A Music’All Guide to ABRSM Exams. Why do grade exams?. Enjoyment through achievement motivation: working through a structure syllabus to a goal and a deadline measure progress against benchmark assessment by independent, professional examiner/musician

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Making the Grade

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  1. Making the Grade A Music’All Guide to ABRSM Exams

  2. Why do grade exams? • Enjoyment through achievement • motivation: working through a structure syllabus to a goal and a deadline • measure progress against benchmark • assessment by independent, professional examiner/musician • performance opportunity • certain grades represent valuable educational (and professional) qualification

  3. ...Why not? • doesn’t suit every child • children already face tests, exams etc in everyday school, music should be different... • audition nature of exam can be an artificial and stressful experience. • a negative experience of exam or ‘bad’ results can put child off music... • rigid structure of repertoire can be inhibiting

  4. A balanced approach • Don’t need to do every consecutive grade exam! • Focus on grades which represent significant milestones, or might help with entry to a school or music group. Teachers will also have view on important grades for specific instruments. • Time out from grades is ESSENTIAL: other repertoire, performance and ensemble experience • Aim for G2 distinction than G3 pass... • Use syllabus as guideline for development and assessment of essential skills - scales, arpeggios, aural skills, sight-reading

  5. Levels • Grades 1-3 = Foundation level • Grades 4-5 = Intermediate level • Grades 6-8 = Advanced level (contribute to UCAS tariff for university entrance 75 points for G8d cf 140 for A Level A*) • NB to progress to G6-8, ABRSM requires candidate to have passed Grade 5 Theory, Practical Musicianship or Jazz instrumental.

  6. Parental Support • Communicate with teachers about your child’s suitability for grades, understand the time horizons, how will grade exam fit in with your child’s commitments. • Play pieces on syllabus at home - or other pieces by composers - will really help them engage with the music.

  7. Practice support - read practice notebook, check right balance of different elements of exam. Nothing should be left to the last minute. Talk to teacher - give practice feedback, concerns, etc. • Give your child performance opportunities at home - little recitals for relatives or friends, so they get used to performance. Make sure they always tell listeners what they are playing and who it’s by. • Plenty of praise and encouragement!

  8. Overview • 21 • Scales and arpeggios • Set Piece A (Baroque) • Set Piece B (Classical/Romantic) • Set Piece C (Modern) • Sight-reading • Aural Tests • Total • 30 • 30 • 30 • 21 • 18 • 150

  9. Making the Grade • 100 = Pass • 120 = Pass with Merit • 130 = Pass with Distinction

  10. Scales & Arpeggios (21) • must be played from memory • must be according to syllabus specifications: up/down, range, legato/staccato, tempo (piano hands together/separate, similar/contrary motion) • use metronome to help work up to required speed • (make sure you read syllabus!)

  11. Set Pieces (90) • List A: Baroque/early classical; polyphonic • List B: Late classical/Romantic: expressive • List C: Modern: 20th century, contemporary composers, jazz arrangements

  12. Creating a Programme • Listen to as many of the pieces as possible (Spotify/YouTube/ABRSM CD). The aim for teacher and student is to create programme that really inspires the student and makes them want to go to the piano! • Good balance of tempi, keys, moods. Programme with variety and contrasts - think of it as a concert programme. • Each list has 6 pieces (G8 more), but only 3 from each list are featured in ‘Selected Exam Pieces’. These are inevitably the ones that are most-played in exams...

  13. Sight-reading (21) • unseen piece. 30 secs to prepare. Minimum required to pass: awareness of time and key signatures (specified for each grade), momentum (keep going!), outline of music. Good mark requires fluency, accuracy, attention to dynamics and musicality. • Daily practice - 5 mins, discuss good sources of appropriate material with teacher. • Specimen tests published by ABRSM

  14. Aural Tests (18) • Designed to establish link between listening and playing music. Develop aural awareness and a musical ear. • Four parts: eg G1-3 • clap pulse of piece of music played by examiner. 2 or 3-time? • sing back phrases in echo • identify change of pitch or rhythm in piece (spot the difference!) • answer questions about two features of a piece played by examiner

  15. later grades (g5-8) evolve from these skills and get progressively more challenging - sing back melodies, sing notes from score - sight-singing G7-8, identify cadences, modulations, chord progressions, and understand structure and terminology. • Apart from working with teacher in lessons, one can prepare by listening to lots of music, clapping along, or singing back parts of tunes you’ve just heard, rhythm reading (clapping a piece before you play it). Find and use apps / websites with aural exercises.

  16. The Exam • £35G1 - £85G8 • 3 exam sessions per year - Feb/Mar - June/July - Nov/Dec. Last date for applications usually two months before. • Music’All does admin, provides exam venue for summer term, organises accompanist where needed. • Be well-prepared! Remember that performance nerves will affect your child’s performance so they have to really know the music inside-out!

  17. Music’All will organise Mock Exam for summer term entrants. • we also encourage all students to book a Performance Platform slot. • Performances at home (as talked about earlier).

  18. The Big Day • Warm-up time on the day - at home, and at venue. Arrive in good time. No last min panics... • Check your child has all the music, piano accompaniment score - and their instrument! -before leaving home. • Eat a banana and a biscuit! (Vessie) • Nerves - breathing exercises, stretching. • Make sure they check tuning with teacher/accompanist before beginning exam.

  19. Decide on performance order and tell examiner titles and composers before playing. • Exam duration G1 = 12 mins, G8 = 30 mins. • Experience can be anti-climactic after all the prep - short, and examiner, although friendly, has to be v efficient and get through exam, and write comments down.

  20. Conclusion • As a school we believe our students should be entered for grade exams (at least once or twice) during their time with us, for all the reasons outlined - motivation, benchmarking, skillset. • But exams are NOT for everyone. Consult with teacher (and staff) if in any doubt. • If you and your child decide to enter for exam, be involved and engaged and make sure your child is fully prepared. No point entering exam and not giving it very best shot.

  21. Resources • General info http://www.abrsm.org/resources/theseMusicExams0607.pdf • AB syllabus: http://www.abrsm.org/en/exams/gradedMusicExams/latestSyllabuses.html • App Store: ABRSM aural apps for Grade 1, 2 and 3 • App Store: Music Theory app by Music Room (good aural exercises built in) • Spotify, YouTube (free) iTunes: find, stream/buy ABRSM repertoire

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