Ask The Chief Examiner Options

[AnotherPianist]

Good question Skylark (IMG:style_emoticons/default/wink.gif) (IMG:style_emoticons/default/biggrin.gif).

On the subject of approaches to exams, another recent topic has highlighted once again the problem of people taking one exam after another and only learning 3 pieces, often spending a whole year doing so. Whilst it is clear from the AB's press output that this approach is not recommended: is the AB aware of how widespread this trend is? If it is increasing? And are there any possibilties of doing anything to further discourage (or prevent?) teachers using this style of learning? Or indeed to help teachers who are battling with exam driven parents?

About memorising, with regard to scales, would playing scales from the music not better serve the 'improving sight-reading' objective for including scales mentioned in last month's questions? The link to the written page is not there for the many out there who play scales from memory never looking at the book (although allowing the book in the exam would, of course, not force memorisers to actually use or ever look at it...). But post grade 5 theory people know the key signatures, so maybe the books could be allowed at grade 6 and above for those who find it troublesome. A memory test on a short piece would probably be more useful, interesting and enjoyable (IMG:style_emoticons/default/smile.gif) (IMG:style_emoticons/default/unsure.gif).

[Dulciana]

I think it would be wrong to include playing from memory in the syllabus - especially in the early grades. I feel it would further encourage teachers to teach by rote, which can be done up to about Grade 3, and discourage the teaching of sight-reading. Pupils who play largely from memory at this early stage will get by, but most will hit a brick wall at Grade 4 or 5, when there are simply too many notes for most of them to memorise. In the early grades, I feel very strongly that pupils should be encouraged to look at the music and know where thay are at all times. Perhaps at Grade 8, when a student is a potential public performer, requiring an awareness of concert-giving, the arguments might be different, but up to this point, I think it would be wrong.

[maggiemay]

About memorising, with regard to scales, would playing scales from the music not better serve the 'improving sight-reading' objective for including scales mentioned in last month's questions?

These were my thoughts too.

I think it would be wrong to include playing from memory in the syllabus - especially in the early grades. I feel it would further encourage teachers to teach by rote, which can be done up to about Grade 3, and discourage the teaching of sight-reading.

Yes. I agree with Dulciana that anything which encourages rote learning of exam pieces in the early grades is not likely to be a positive move.

[sbhoa]

But post grade 5 theory people know the key signatures,

You'd expect it but I think it's some way from being so in a lot of cases.

[Aquarelle]

I think it would be wrong to include playing from memory in the syllabus - especially in the early grades. I feel it would further encourage teachers to teach by rote, which can be done up to about Grade 3, and discourage the teaching of sight-reading. Pupils who play largely from memory at this early stage will get by, but most will hit a brick wall at Grade 4 or 5, when there are simply too many notes for most of them to memorise. In the early grades, I feel very strongly that pupils should be encouraged to look at the music and know where thay are at all times. Perhaps at Grade 8, when a student is a potential public performer, requiring an awareness of concert-giving, the arguments might be different, but up to this point, I think it would be wrong.

I entirely agree and would also like once more to point out the long term dangers if introducing a requirement to play exam pieces from memory. We will inevitably find ourselves teaching pieces chosen for their "memorability" - as happens in France. The teaching repertoire here for piano here is limited, trite and repetitive and I have heard many pieces played with technical bravura and well memorised - but precious little musical content in the music or the interpretation of it.

Please don't let's go down that path. In an exam system it would be bound to happen. Before long there would be people clamouring for pieces that are "easier to memorise" and we would lose the interesting variety of pieces on offer at the moment.

[spaceman]

This is a request in the form of a question!

Could the full specifications of the minimum tempos for scales etc. be given in the syllabus?
Currently the full specifications are only given in the scale books for each grade.
This is awkward for people who don't want/need to buy the book for the grade they are taking.

I have previously obtained this information by asking people in this forum, but that doesn't
seem the best way to do this.
"These Music Exams" only gives tempos for some of the types of scales and arpeggios,
not all of them.

Thanks.

[EdGJ]

This is starting to sound more like a PR exercise than a place to ask genuine questions of the chief examiner... (IMG:style_emoticons/default/dry.gif)

You are of course welcome to ask any question you like of Clara - the suggested topics are aimed at encouraging some initial questions rather than imposing absolute restrictions on what can and cannot be asked.

[skylark]

the suggested topics are aimed at getting the debate started

I must admit I'm a bit confused as to the nature of the thread. If it's thrown open to debate, then numerous topics could get debated within one thread, but they'd be all mixed up. As far as memorisation goes, there's already a current thread for debating the pros and cons, and I thought this thread was just for questions for the Chief Examiner rather than debate amongst ourselves? Would be grateful for clarification (IMG:style_emoticons/default/wink.gif)

[EdGJ]

the suggested topics are aimed at getting the debate started

I must admit I'm a bit confused as to the nature of the thread. If it's thrown open to debate, then numerous topics could get debated within one thread, but they'd be all mixed up. As far as memorisation goes, there's already a current thread for debating the pros and cons, and I thought this thread was just for questions for the Chief Examiner rather than debate amongst ourselves? Would be grateful for clarification (IMG:style_emoticons/default/wink.gif)

Perhaps 'debate' is not the best word to use! What I should have said is that the suggested topics are designed to provoke and encourage some initial questions but that other queries are welcome. Some debate within the thread is fine but yes, the primary aim of this particular area is indeed to ask direct questions of Clara.

[skylark]

Perhaps 'debate' is not the best word to use! What I should have said is that the suggested topics are designed to provoke and encourage some initial questions but that other queries are welcome. Some debate within the thread is fine but yes, the primary aim of the topic is indeed to ask questions of Clara.

Yes that's clear now, thank you (IMG:style_emoticons/default/smile.gif)

[notmusimum]

This is starting to sound more like a PR exercise than a place to ask genuine questions of the chief examiner... (IMG:style_emoticons/default/dry.gif)

I just wondered if the answers were already prepared and we've got to guess the questions, or you lot have that are teachers lol.

[Aquarelle]

Yes, I too wondered about the amount of debate - to which I have contributed - but I think it is inevitable that if one person raises a question another might like to come in on another aspect of the question. Or if someone asks the Board to do something particular the next person might think that 's the last thing they want and hasten to put a counter question or argument. Thus several sides of a topic can be raised and so give the Chief Examiner a clearer idea of what different people are concerned or unsure about.

[AnotherPianist]

Okay, a question on an non-related topic:

a) Do you believe that there will inevitably be some variation in the technical difficulty of exam pieces on the same list in the same grade (i.e. A3 may well be easier than A1)? Or would you say all pieces are guaranteed to be of the same difficulty and it just depends on the individual player?

b) If there is some variation between pieces (if that isn't the case, then imagine it happened by mistake...) would examiners expect more musicality from a less technically difficult piece?

I ask because it is often suggested when people say piece 1 is technically harder than piece 2 that more musicality is expected in piece 2.

One about memory: why do singers have to memorise but no one else does?

To those with fears about playing by rote in the earlier grades: at what stage should memorising be introduced? It seems that suddenly implying it's necessary (depending on the instrument) at diploma level is rather being thrown in at the deep end.

[jo.clarinet]

This term there's been a lot of debate on various threads about how long the results were taking. We all accept the 'quality control' aspect, I think, but they do often still seem to take much longer than they really should.

For example, my pupils' jazz exams this term were held in Portland Place - the mark sheets didn't even initially need to be posted anywhere, but only had to go to another room in the same building. But the results didn't even go online until three weeks later! (IMG:style_emoticons/default/ohmy.gif)

And some of you may have read about how the results from my Visit for the other practical exams didn't arrive....and didn't arrive.....in the end I phoned up and was told that because one mark form had been returned to the examiner (it had been incorrectly added up), the whole batch had been held back - the other results had been ready to go out the previous week! I believe the procedure should have been that the remainder of the mark sheets and certs should have been posted out as soon as they were ready, with an explanatory letter enclosed about the missing result.......

[Aquarelle]

Question about romantic pieces and small pupils

May I ask a question about List B pieces for piano? I have just posted in another thread “Grade 4” started by “Fantasia in P major” and would like to raise a point about romantic pieces. These naturally have a colourful harmonic vocabulary and often need sensitive pedalling. I have had pupils who like these pieces immensely even when they offer a real challenge. But there might be something to be said about the fact that if a younger child arrives at Grade 4 standard in all respects except size, then these pieces present extra difficulties. Could the Board include just one romantic piece in each B List (Grades 4 and 5 are where the problem seems to occur most) which doesn’t require big chords and a lot of legato pedalling. It doesn’t have to be easier in any other respect - it could well test other aspects of romantic style playing - but it would help those whose hands and legs haven’t yet grown enough.

The A and C lists are easier from this point of view and when notes have to be left out or pedalling limited the musical results are generally more satisfactory than with List B pieces.