I grew up in Canada, so for the first few years, I used RCM Examinations. I am currently doing ABRSM. Does anybody have an idea about how widely RCM is accepted as compared to ABRSM? As well as any of the major differences that might make one better than another?

I guessing the Royal Consevatory of Music is the Canadian equivalent of Trinity College of Music or the London College of Music grade exams.

How the Canadian RCM compares to ABRSM I don't know, but I would imagine that as a commenwealth country the standards set would be very similar to those in the UK.

Maybe someone else posting on here could offer a more detailed or informed answer?

Just looking at the ABRSM diploma guide for piano, in its prerequisites for DipABRSM on p.20, they accept as equivalent to ABRSM Gr8 the "Grade 9 Practical from Royal Conservatory of Music, Toronto".

The Royal Conservatory of Music exams (RCM) in Canada are comparable to the ABRSM exams in the UK and the AMEB exams in Australia. The grades are organized a little differently. For most disciplines, there are 10 grades, and then there is the Associateship Diploma.

The repertoire lists in the exam syllabi are extensive. Depending on which pieces one chooses, RCM Grades 9 and 10 are roughly the same level as ABRSM Grade 8. The Associateship Diploma could be about the same level as DipABRSM, LRSM, or FRSM, again, depending on which pieces one chooses.

Personally, I find that the RCM exams are easier in junior and intermediate grades because the technical requirements, sight reading, and aural tests are less demanding. However, RCM Grades 9 and 10 are definitely tougher than the ABRSM equivalents of Grades 7, 8 and Dip. In Grade 9, RCM piano candidates have to prepare four pieces from memory, two studies, and tonnes of technical requirements. The technical requirements encompass all major and minor keys: scales in similar motion, scales in contrary motion, scales in staccato octaves, tonic chords in solid and broken forms, V7 and viio7 chords in solid and broken forms, arpeggios on the tonic chords in all inversions, arpeggios on the V7 and viio7 chords in all inversions. In Grade 10, candidates have to prepare five pieces from memory, two studies, and again, tonnes of technical requirements. In addition to the Grade 9 list, candidates are to prepare the major scales with the hands a 3rd and a 6th apart.

Playing from memory is encouraged from very early on in the RCM exams. From Grade 1 to Grade 9, candidates receive 2 marks for each piece performed from memory, and most canddiates are prepared to play from memory. In Grade 10, 2 marks are deducted from each piece not played from memory. For the Associateship Diploma in Performance, no marks are given for each piece played with the score.

Thanks so much for the information.

Actually, I have taken grade 1 and 3 in RCM, and I feel there is less demand on sight reading and aural. This was a while ago, of course, but I do not think memorization was not a great issue for me back then. All my concerts but I suppose with more difficult pieces, it would be extremely challenging to perform five pieces as well as two studies from memory.

In addition, I understand that RCM requires that you take other subjects such as Harmony, History, Counterpoint, etc. as well as the practical exam in order to earn a certificate in a certain grade. Anybody know anything about that? Thanks.

This is very interesting, particularly the effectively mandatory requirement for memorization at Diploma level.

I think ABRSM should consider introducing a similar credit/debit scheme for memorization, particularly for piano and voice.

Storini, memorising is compulsory for singers with ABRSM.

Similarly, although at diploma level it isn't 'required' that pianists should play from memory, it is expected that they should follow the performance conventions for their instruments. I would imagine that, particularly in higher diplomas, not playing from memory would not be well regarded - pianists giving professional, solo recitals do not use music....

Yes, I find that the sight reading is a lot easier in the lower grades. By Grades 9 and 10, the sight reading requirements are comparable to those in the AB exams. The aurals are definitely easier, and they stress the "traditional" exercises such as interval recognition, chord recognition, etc. I was simply speaking from a piano teacher's perspective: RCM piano candidates are expected to play the exam pieces from memory. The two studies, being part of the technique section of the exam, can be played with the score. I don't know if other instrumentalists are expected to play from memory.

Yes, the other major difference between the RCM exams and the AB exams is the amount of theory requirements. Starting in RCM Grade 5 (for any disciplines), candidates have to meet the theory corequisites in order to earn the certificate for the practical exams:

RCM Grade 5 (= AB Grade 3/4) requires Preliminary Rudiments (= AB Grade 2/3 theory).
RCM Grade 6 (= AB Grade 4/5) requires Grade 1 Rudiments (= AB Grade 3/4 theory).
RCM Grades 7 and 8 (= AB Grade 5/6/7) require Grade 2 Rudiments (= Grade 5 theory).
RCM Grade 9 requires Grade 3 Harmony (diatonic harmony, small forms) and Grade 3 History (overview of the history of Western music).
RCM Grade 10 requires Grade 4 Harmony (secondary dominants, diatonic modulation, longer form) and Grade 4 History (Medieval to Classical).
RCM Associateship Diploma requires Grade 4 Counterpoint (two-part free counterpoint, analysis of fugal exposition), Grade 5 Harmony and Counterpoint (advanced chromatic harmony, composition of a two-part contrapuntal piece), Grade 5 History (Romantic and 20th Century) and Grade 5 Analysis (advanced harmonic analysis and form analysis).