Sightreading Test, How much of it can you run through? Options

[delicato]

I was told off by the examiner in my grade 7 piano exam for playing too much of the sightreading test. I didn't play it all. I think there needs to be some clarification about this as it could really upset a candidate to be pulled up like that. I still don't know how much "too much" is.

HI --- i did not know that you could play too much, i always thought you could do what ever you liked in your preparation time. I did not think they can tell you what you can play or not or how much. If you are a good sight reader and can go through it really quickly, then in the actual test put in all the extra bits, like dynamics etc. (IMG:style_emoticons/default/wacko.gif)

I have only ever suggested to my pupils that they try out small tricky-looking sections of the sight-reading test during their 30 seconds preparation. However, it has come to my attention that some people actually try to have a run-through of the whole thing (achievable in the early Grades) before giving a final "performance" to be marked.

I have questions!

1) Is it really ok to play it all through - that's not quite sight-reading is it?

2) I am afraid of a run-through being mistaken for the actual test, so, how does the pupil indicate to the examiner that they haven't started yet?


I never tried out a note of it in my own exams, but that's because during the 30 seconds I was sitting like a rabbit in headlights with nothing but white-noise going on in my head!!

But it is sight reading ---- because the an initial play through is your preparation time. If it is not, then, they should not allow the prep time at all, for then it would be real sight reading. (IMG:style_emoticons/default/wink.gif) (IMG:style_emoticons/default/wink.gif)

[jenny]

In the last exam session one of my pupils, taking Grade 5, was stopped before he'd finished his sight reading. He couldn't understand why and I've never heard of this happening. (He got quite good marks.)

[Maizie]

i did not know that you could play too much, i always thought you could do what ever you liked in your preparation time. I did not think they can tell you what you can play or not or how much.

There's nothing in the regs about how much you can or can't do in the 30 seconds.

The AB regs state:

Candidates will be given a short interval of up to half a minute in which to look through and, if they wish, try out any part of the test before they are required to perform it for assessment.

The bit that concerns me there is that they say 'up to' 30 seconds. Does that mean they could shorten the time if they wanted to?! (IMG:style_emoticons/default/blink.gif)

The equivalent TG reg is clearer - you get a whole 30 seconds (not up to) and it says you can play 'any or all' of the piece in that time:

Candidates will be allowed 30 seconds to study the test before they attempt it. During this time they may practise any or all of the piece aloud. The examiner will only take account of the actual performance of the test.

[delicato]

In the last exam session one of my pupils, taking Grade 5, was stopped before he'd finished his sight reading. He couldn't understand why and I've never heard of this happening. (He got quite good marks.)

Hi (i am a student so hope you do not mind (IMG:style_emoticons/default/unsure.gif) . But i did an exam and the examiner asked me to stop at the very last bar. This was, i think (and feel quite sure about this) was due to me playing too slow --- and are fairly strict about the time! as have lots of others to assess. It did put me off a bit as i though Ho NO, but i got a good mark as well.
Although i did think it was a little silly as i was on the last note or two. But, in general i find it difficult to really tell how i have done, as sometimes you get the wrong "signals", but i now know that the examiner is probably tired and trying to concentrate. (sorry if you know this already, but just thought i would mention it as this happened to me). (IMG:style_emoticons/default/wub.gif) (IMG:style_emoticons/default/wub.gif)

[jenny]

In the last exam session one of my pupils, taking Grade 5, was stopped before he'd finished his sight reading. He couldn't understand why and I've never heard of this happening. (He got quite good marks.)

Hi (i am a student so hope you do not mind (IMG:style_emoticons/default/unsure.gif) . But i did an exam and the examiner asked me to stop at the very last bar. This was, i think (and feel quite sure about this) was due to me playing too slow --- and are fairly strict about the time! as have lots of others to assess. It did put me off a bit as i though Ho NO, but i got a good mark as well.
Although i did think it was a little silly as i was on the last note or two. But, in general i find it difficult to really tell how i have done, as sometimes you get the wrong "signals", but i now know that the examiner is probably tired and trying to concentrate. (sorry if you know this already, but just thought i would mention it as this happened to me). (IMG:style_emoticons/default/wub.gif) (IMG:style_emoticons/default/wub.gif)

Interesting to hear that it happened to someone else. My pupil was also near the end, in the last bar, I think. But it did worry him - I think he thought he'd played so badly that the examiner couldn't bear to hear any more!

[delicato]

In the last exam session one of my pupils, taking Grade 5, was stopped before he'd finished his sight reading. He couldn't understand why and I've never heard of this happening. (He got quite good marks.)

Hi (i am a student so hope you do not mind (IMG:style_emoticons/default/unsure.gif) . But i did an exam and the examiner asked me to stop at the very last bar. This was, i think (and feel quite sure about this) was due to me playing too slow --- and are fairly strict about the time! as have lots of others to assess. It did put me off a bit as i though Ho NO, but i got a good mark as well.
Although i did think it was a little silly as i was on the last note or two. But, in general i find it difficult to really tell how i have done, as sometimes you get the wrong "signals", but i now know that the examiner is probably tired and trying to concentrate. (sorry if you know this already, but just thought i would mention it as this happened to me). (IMG:style_emoticons/default/wub.gif) (IMG:style_emoticons/default/wub.gif)

Interesting to hear that it happened to someone else. My pupil was also near the end, in the last bar, I think. But it did worry him - I think he thought he'd played so badly that the examiner couldn't bear to hear any more!

Yes, exactly. to top it all it was my first ever exam and was really scared. But, i have learnt --- it is a time-thing and now know not to jump to conclusions. I think that if you where only, say half way through, then if they stopped you this may seem more acceptable, in a way (if it is due to time), but in the last couple of notes! (IMG:style_emoticons/default/wacko.gif) Perhaps as teachers, it may be worth mentioning to pupils not to worry if they stop you, because you may still get a very good mark.

[chess]

My teacher told his pupils to 'dummy play' the sight reading piece - that is to have the fingers on the keys, touching the notes as they are read whilst HEARING the piece in your head as though it is being played. Worked for me in my Grade 8 - first exam ever taken! As I've taken over some of his pupils now, I find that they are usually very good at this skill. (IMG:style_emoticons/default/smile.gif)

[morceau]

My teacher told his pupils to 'dummy play' the sight reading piece - that is to have the fingers on the keys, touching the notes as they are read whilst HEARING the piece in your head as though it is being played. Worked for me in my Grade 8 - first exam ever taken! As I've taken over some of his pupils now, I find that they are usually very good at this skill. (IMG:style_emoticons/default/smile.gif)

This has always been my approach and I find it mostly successful. However, since this thread I have been telling my pupils to have a brief go at the test instead of "dummy playing" and I have found that those who particularly struggled with sight-reading are much improved. The first "bash" is terrible and then the test is almost perfect. I think that perhaps they were unable to imagine the music so well as others, so I am working on that with them as well.