Ask The Chief Examiner Options

[EdGJ]

Hi everyone,

We're introducing a new forum feature which will offer you all the opportunity to directly submit your questions about ABRSM examinations, syllabuses and courses to our Chief Examiner, Clara Taylor! Clara will regularly visit this topic to make a selection of the most interesting, popular and unusual queries and her most recent responses to chosen questions will be posted to the General Music Forum on a monthly to six weekly basis.

Are you confused by choral singing exams? Baffled by the bassoon syllabus? Puzzled by Performance Assessment? Take advantage of Clara's considerable expertise and ask the burning questions that are on your mind!

You may begin... (IMG:style_emoticons/default/smile.gif)

[petrat]

I would like to know if the board has any plans to introduce graded examinations in composition please?

[jm-hamilton]

I'd like to know if the ABRSM have considered introducing a theory diploma exam, similar to the AMusTCL offered by Trinity/Guildhall. I'm working towards Grade 8 theory and would like to do a diploma; at present I'll need to transfer to another board in order to do it.

Just like to add I think having this thread is a great idea.

[jm-hamilton]

I'd also like to ask if there is any chance of the scale requirements being reduced for piano exams. The list for grade 5 and above is so unnecessarily long and students are opting to do TG exams because they want to play pieces on the piano rather than endless lists of scales.
(IMG:style_emoticons/default/niceThread.gif)

I would like to second this. At Grade 6 there are over 100 scales and arpeggios that the candidate needs to be thoroughly familiar with. In theory as they proceed up the grades they will be learning them gradually, but in practice they still need to revise everything they've done for all other grades, as well as learning some new ones. No one will deny that learning scales is an essential skill, facilitating dexterous fingers for playing pieces, but over 100 when the examiner can only hear very few of these in the exam?

[katyjay]

I'd also like to ask if there is any chance of the scale requirements being reduced for piano exams. The list for grade 5 and above is so unnecessarily long and students are opting to do TG exams because they want to play pieces on the piano rather than endless lists of scales.
(IMG:style_emoticons/default/niceThread.gif)

I would like to second this. At Grade 6 there are over 100 scales and arpeggios that the candidate needs to be thoroughly familiar with. In theory as they proceed up the grades they will be learning them gradually, but in practice they still need to revise everything they've done for all other grades, as well as learning some new ones. No one will deny that learning scales is an essential skill, facilitating dexterous fingers for playing pieces, but over 100 when the examiner can only hear very few of these in the exam?

I agree, and not only for piano (having just spent most of the last 2 hours playing through the 261 assorted requirements for the Grade 8 recorder scales section....)

[ajm3212]

When I was a child of about 5 my piano teacher had an LRSM certificate above her piano. It was very impressive, lots of curly writing, gold and other colours, at least A3 size.

My question is:

Did the LRSM certificates used to look like that, and if so, why the change to the boring A4 things that resemble degree certificates from any old university?

[maggiemay]

I'd also like to ask if there is any chance of the scale requirements being reduced for piano exams. The list for grade 5 and above is so unnecessarily long and students are opting to do TG exams because they want to play pieces on the piano rather than endless lists of scales.
(IMG:style_emoticons/default/niceThread.gif)

I would like to second this. At Grade 6 there are over 100 scales and arpeggios that the candidate needs to be thoroughly familiar with. In theory as they proceed up the grades they will be learning them gradually, but in practice they still need to revise everything they've done for all other grades, as well as learning some new ones. No one will deny that learning scales is an essential skill, facilitating dexterous fingers for playing pieces, but over 100 when the examiner can only hear very few of these in the exam?

Yes - thirded ! One of my adult students regards this as a feat of memory that is virtually impossible for him.

[scoobydog]

I would like to ask why the Board doesn't think it necessary to have a warm-up room (with a piano) for candidates at every exam venue. (I know some venues do, but it's not standard). I'm sure they can afford it!

[Glass Mountain]

I would like to ask the Chief Examiner if the present Aural tests will be revised and include options which are more relevant to musicianship skills. As singing/voice is considered an 'instrument' and examined as such, it doesn't seem fair on non-singers to have to sing some aural tests when for example they are being examined on sax. Expecting non-singers to do the same sight-singing as singing candidates in aural grade 6 and above puts non singers at an unfair disadvantage. Singers have to practice sight-singing for part of their exam so when they prepare for that they are practising part of the aural section too. Instrumental candidates practice sight reading on the instrument they are being examined and then have to practise sight singing to be able to do the aural tests. Sight singing is very different to sight reading. As instrumentalists are expected to sight read on a secondary instrument, then perhaps singers should be expected to use an instrument and play part of the sight reading to make it fairer.

I'd also like to ask if there is any chance of the scale requirements being reduced for piano exams. The list for grade 5 and above is so unnecessarily long and students are opting to do TG exams because they want to play pieces on the piano rather than endless lists of scales.

(IMG:style_emoticons/default/niceThread.gif)

Whoops, sorry I duplicated your question - it is late though so please forgive me!

Just wanted to say "Hear Hear". I agree with everything you've said and will be very interested in you receiving reply. I've changed to the LCM because of the same reasons. Have changed to them as I 'm already familiar with the LCM as they offer graded exams for the keyboard, which I also teach as well as piano. However, I'm going to investigate Trinity's syllabus too soon.

[JohnS]

Good thread.

Too many scales - yes!

Written/composition diplomata - yes!

How long will it be before jazz exams are offered at Grade 6 and above? Could you even think about jazz diplomata like London College does?



BTW my 2001 LRSM certificate is bigger than A4 and has some calligraphy on it. (IMG:style_emoticons/default/smile.gif)

I couldn't think of any alliteration for this. (IMG:style_emoticons/default/wink.gif)

[elidatrading]

How about the abrsm approaching the OU about some sort of collaboration below FRSM level? The OU has various arrangements with partner institutions where the OU itself awards the qualification and the partner institute does the assessing. Lots of us here have done OU music courses but they don't offer a full degree because they can only offer courses that cover theory, history and analysis. Some sort of partnership for music qualifications, maybe even a full BMus degree, would surely only increase take-up for both institutions.

Liz

[earplugs]

What would ABRSM attitude be to a candidate using a five string viola (strung C, G, D, A, E ) in a viola exam?

[Maizie]

What would ABRSM attitude be to a candidate using a five string viola (strung C, G, D, A, E ) in a viola exam?

And other unconventional instruments, e.g. electric bowed strings? (I know electric guitar is specifically forbidden in the guitar regs, I assume the same would apply to bowed strings, but just curious)

[JudithJ]

I would like to ask about the performance assessment exam. These Music Exams suggests that we should prepare 15 minutes of music, and that the examiner discusses with you what you want to get out of the assessment before you start, and how you did afterwards, then sends you away with a written assessment. How is this possible if the exam itself is also 15 minutes? Should we actually prepare, say, 10 minutes of music?

(Great thread.)

[Alicia Ocean]

I was wondering why the Aural Tests have to include memory tests?

Many adult pupils (especially) are simply unable to remember the first piece of music to compare it with the second. ( I certainly can't remember four bars to sing back ).

It seems unfair to test something which cannot be improved through effort.