I am planning to take DipABRSM in Teaching in December. I do not feel very confident about that.
How can I prepare for it, especially VivaVoce part?

Hi Marta

I did DipABRSM several years ago, so I can only share my approach at the time (but it seemed to work very well for me).

For the viva I tried to take with me as much evidence as I could (lesson notes, plans, pictures of pupils playing at events I had set up) to show my commitment to them, and the value that I added as a teacher. If you can give practical evidence (I did this with pupil x, that with student y ) that would be good. Or at least be prepared for how you would deal with situations if you don't have practical experience.

I found that the examples in the syllabus were really helpful in outlining the kind of question that might be asked (and what a good reply is like!)

I think preparing for the teaching dips (I'm hoping to do LRSM in December) really help us to reflect on what we are doing and how we could do better. I know when I was preparing for Dip it actually changed the way I did things - especially more note taking and better preparation, and asking for feedback.

I guess at the end of the day, the viva can be quite wide ranging, but they will ask around your written submission so prepare yourself for any questions that could come out of that.

Not sure if that helps at all, but good luck

Julie

Thank you for reply, Julie. It gave me some more ideas about this exam, as I wasn't learning music in England before and never took Grade exams But teaching is teaching.

I just wonder... Have you prepared for this exam by yourself or you discussed some issues with for exsample a teacher?

Hmm... I should start preparations very seriously now... especially chose good topic for written submission.

In addition to what Juflute says, it's essential to have a good grasp of teaching materials available for your instrument too, and know which you like and would use with different learners (eg young child, older child or adult). Be able to justify your choices and take in copies of the books you use, knowing how these apply at different grades and how you would use these.

Finally I commited the application for exam and take it on 19th July. And I don't feel very confident about it.

I have a silly question: Do I have to bring all current exam repertoire for grades 1-6? or just the grade 6 pieces I prepared to demnstrate. And, what do you think, how many teaching books I should bring? Do I have to bring a lot or it is enough to have knowledge what is available, where I would look for it?

And another thing: Is it good to say that I am a tutor - I mean the second teacher for my pupils?

Please, HELP!

Not sure what you mean by your second question - sorry.

You need take with you the Grade 6 pieces you've prepared. The syllabus says you should also take 'some' the graded repertoire for your instrument up to Grade 6 (including Prep Test if there is one). I took a whole bag of books - we looked at the Grade 6 pieces, and two others. I would say to take a small selection of things you really like using and which you can be enthusiastic about with the examiners. If you haven't got something, then just mention it - I think that's fine. My feeling is that the most important thing is to present a wide selection across the levels being examined (i.e. 1-6) - when I sat the exam, they commented that it was nice to see resources which weren't just books of pieces - e.g. improvisation starters, duets etc. Obviously, a lot of people just take books of pieces, but the section is titled 'Teaching Materials' - I took a few other bits and bobs too which weren't books - bean bags, timelines, photos, etc. etc.

Hi Marta

You don't need to bring all the grade 1-6 repertoire. For some instruments (including my subject, singing) you physically couldn't do that - you'd never be able to carry them all! What you need to bring is a selection of the materials you use or plan to use in teaching. Make sure you know what's in the books, I was asked a lot of questions about the contents and when I'd use them.

I injured a shoulder just before my teaching dip, so I only took the bare minimum of material with me to reduce the weight I had to carry - I think it came to a grand total of seven books. It was plenty.

As far as being a second teacher is concerned, I would suggest that you think about how you explain that situation, how your work relates to their first teacher's work, what you think the pupils get out of having two teachers, and what you'd do differently if you were their sole teacher.

Best of luck. I enjoyed my teaching dip, and I hope you enjoy yours.

Hi guys!

Thank you for quick answer and good ideas. Good to know and feel that you can get some help here.

If you haven't taken any grade exams do you have an equivalent to grade exams as grade 8 practical and grade 6 theory are prerequisites for entering the exam?

I'm starting to work towards my teaching dip too so I don't have any experience as such as the others do but what I thought might be useful is looking at the examples and sample answers in the syllabus as Juflute has already suggested. I have set up a file with dividers grouping these examples into rough broader topics. I have written each question from the syllabus booklet on a piece of paper and I am collecting notes and information about each in the appropriate place in the file. I have also done the same for the written submission topics. Obviously I am only going to submit one, but looking at the titles of the others they seem to be the sort of things that could be asked in the Viva even if they aren't your written submission topic. Anyway, they are all interesting questions and definitely worth considering as part of teaching practice.
Of course, I could be asked anything in the exam but these syllabus questions do give a very good idea of what they might expect and cover a broad range of topics.

Hi there

I'm so pleased to find out that there are others out there preparing for the teaching dip - most of the posts
on this board are from performers.

I'm hoping to take the teaching dip in December too.

I've been working on the pieces with my teacher from a teaching perspective for the viva and I am
also reading a lot of books on piano teaching and visiting different websites such as this one.

As my chosen submission will be on teaching materials for very young children in addition to the tutor books, duets, theory books I'm also looking into games and activities that could be used to teach and reinforce the learning of notation, rhythm etc.

I hope I'm on the right track.....

S.

Are you familiar with this website? http://www.susanparadis.com/
There are loads of fantastic materials and ideas on there for piano teaching.
Obviously you'd need to reference that in any diploma submission you make but have a look - it is great!

I agree that the Susan Paradis website is fab. Two of my other favourites are www.jenspianostudio.com and www.pianodiscoveries.ca Hope these are of some interest to you. Good Luck with your diploma.

Hi!

@ Organistin: Thanks for asking. Yes, I have required equivalents I have my exam in a week (on 19th July).

I also look at topics for written submisions and think about all stuff they might ask. Slowly I am getting more relaxed about Viva but still nervous about quick study.

I am also glad to know that there are people who prepare for teaching Diplomas. I agree that most of this forum is about performance.

What instrumants are you taking Dip in? Mine is in piano.

Take care guys!

I'm doing piano.

I just look through the websides. They are brilliant. Many thanks for sharing this

It is very easy for us to presume that just because a candidate has not gone via the usual prescribed route they will not reach a prescribed standard.

The board have a panel of experts working in this field looking at equivalents, including professional experience.

As Jen clearly has a date for the exam it is not our job to judge her credentials.

Good luck Jen. I would, as Katyjay suggests keep your portfolio of teaching material as slim-line as possible without breaching copyright. (This is unless you plan to arrive at your exam via articulated lorry and bring your complete library in using a porter's sack truck!) Less is more, and a bibliography will explain the books you referred to and the editions you used.

You do not need the whole of a piece of music to refer to one particular teaching point to want to raise whilst teaching a pupil a Grade 6 piano piece. A two bar extract will illustrate the difficulties of crossing hands, or treble clef in the LH (if you are a pianist) or enharmonic changes or a great deal of other things.

Without telling you how to 'suck eggs' this diploma is meant to be the equivalent of an undergraduate 1st year piece of work, and undergraduates are encouraged to edit rather than enclose every slip of paper they every produced on the subject.

As far as the viva is concerned. When you have any potentially interesting snippets of information file this in your mind as these are the details examiners want.

One proviso I do not have a teaching diploma, my Licenciate diploma is in Performing. However I do know how to write effective submissions that people want to read and to pass Vivas.

My golden rule is how would I feel when presented with this document. If my heart sinks, I've probably got it wrong. If I think this is a well organised piece of work that fulfils the criteria then I stand a chance of getting a decent score. Again with the Viva, do I sound like I know what I'm talking about, or do I sound like I got my submission of google and am now caught out. The former gets good marks, the other is a failure. The Diploma Syllabus does try to explain this. Work on your intuitive feel. Have confidence in your opinions and methodology. If it is working for you and your pupils, the chances are you are on the right lines so don't apologise for it.

I don't think anyone was doubting her credentials or her ability to reach the standard required. I certainly wasn't. I was merely asking about her grade equivalents to make sure that she was aware of the entry requirements. When I asked the question I hadn't realized she had entered and had a date for the exam. In her first post she said she was planning on taking it in December. It sounds obvious, but there have been people on here talking about taking diplomas who didn't have the grade exams or equivalents and did not realize they were needed. That was why I asked, to make sure that Marta wasn't going to be disappointed if she wasn't allowed to enter the exam.

Yes, I've visited this site and I agree that it is really, really great. There's loads for great stuff to download - I'm hoping to take some materials to my dip exam to show different kinds of fun activities you can do with youngsters. I will be making it clear where I've got them from though...




Yes, I've visited this site and I agree that it is really, really great. There's loads for great stuff to download - I'm hoping to take some materials to my dip exam to show different kinds of fun activities you can do with youngsters. I will be making it clear where I've got them from though...

I presumed you would! I also presume you will not need a removal van nor a large trolley to transport your material in.

Good luck!

Hi everyone!

I see it became a hot topic, lol

Just a few things to clarify. It would be good to also look at the date of post together with its content. (I was going to take Dip in Dec 2010 but due to some circumstances it's July 2011. Hmm.... actually because of ABRSM's spelling mistake - everywhere only people work... Anyway I am happy with how everything went so far.) However, better not to talk about personal circumstances but about the exams.

Thanks everyone for good resouces and support. I gradually feeling more confident and positive about my exam on Tue, and praying to pass sight-reading - it's not easy thing for me.

Did you get any questions about the history of the instrument? What things did they about in that topic? Reading about piano mechanism in English is a bit difficult...

Good luck everyone!

Hi,
I am very new to the forum and Dip. Teaching preparation. One question is I'm learning every song in G6 Song book called The Art of Song, Grade 6, my teacher said i also need order another book called 30 Italian Songs and Arias of 17th & 18 th Centuries.( my teacher is also new to ABRSM Dip. system.) is that correct approach towards vocal teaching Dip. exam?
Seer-Green, thank you for your posts, i read a lot of yours. Do i bring G6 pieces prepared in advace by myself each from list ABCD or examiner point out any piece he wants me to demonstrate from my books?
Thanks
YanLi

I'm enjoying this thread: thinking about the next step, and am considering a teaching or directing dip. Very impressed at the poster who got 23/25 for the written sub (can't scroll back with my iPhone while posting, so forgive the lack of name-check). Hopefully you'll be available for lots of good advice when the time comes!

Oh! 23/25 was another thread. Off to find that one again.

YanLi - You need to learn one piece from each of the Grade 6 Lists - so for piano I learnt 3 pieces one from list A, one from B and one from C. As I understand it, you're a singer, so you have Lists A, B, C, and D so I would expect you need to learn one piece from each list.

You prepare each of these pieces in depth - so you can explain how you would help a pupil over an awkward section in each of them, you are able to pinpoint difficulties, you can inspire a pupil to bring out the best of the song - maybe the mood etc.

But you also need to be aware of what is in the other grade 6 repertoire - but not in such great depth.

Do you have the diploma syllabus book that the AB produce - I think the teaching one has a yellow-orange coloured cover? If you read it carefully, it is very helpful.

I'm not sure what the idea is behind learning all those songs. The only performance you need to do in your exam is an extract from the grade 6 pieces. You must prepare all 4 songs as if you were doing a grade 6, but you will not be asked to sing all 4 all the way through the way you would in a grade exam, and you don't get an accompanist. The examiner will pick selections, say if he/she want you to talk specifically about breath control he/she will pick a section from a song which has a particularly tricky breath control element in it, you demonstrate your singing then the examiner asks how you might prepare a candidate to sing that way. You will not be asked to perform anything except those extracts from the 4 chosen grade 6 list pieces. If, however, you feel that giving a demonstration will help at any other point in your exam then feel free to do so, if the examiner is asking you about articulation and you would usually do a demo for a pupil, do a demo for the examiner.

Don't concentrate too much on the grade 6 material, you need to have a good grasp of all the material from total beginner to grade 6, including some grade exam pieces from grades 1-5, any technical skills and the aural tests required for those grades and sight-reading requirements for each grade level. You will need to understand what sort of difficulty level you are aiming at for the traditional song so that you can help a grade 1 candidate pick a suitable song that is not too hard, a grade 4 candidate pick a song which will not be penalised for being too easy.

You will need to have clear explanation skills, think about how you would explain musical terms and techniques to someone with no experience. If a young pupil came to you really struggling to get to the end of a phrase in one breath, what exercises would you do together? If an adult pupil were finding it extremely tricky to work out where to come back in after a short rest in a syncopated song, what different techniques would you employ to help?

I wonder if where the teacher is going with learning all the songs in a grade 6 level book is preparation for the Quick Study part of the exam. You will be required to sing something from approximately grade 6 level with 5 minutes of preparation time. Perhaps your teacher is trying to get you prepared for this part of the exam, but there really isn't much to be gained from preparing lots of grade 6 level songs if you give yourself too long to look at them, you need to get used to doing it in the 5 minute time slot you will be allowed. Usually people start with lower grade material, practicing all the way through from about grade 3 to grade 7. Draw from all sources to help you do this without spending too much money, library books, songs you find online, choral scores if necessary, just lots of practice in sight-reading but going that extra mile. You are trying to make a performance of this piece, you will be expected to respond to all the given markings and also sing with appropriate phrasing and expression to suit the character of the piece.