Hi everyone,

I've got three students doing exams next week - one for Grade 2, one for Grade 1, one for Prep Test. They're all well prepared for the exam. We did a mock exam last week, and there were no serious problems for any of them.

I'm planning on quite a relaxed class, as I want to make sure there is nothing negative they should infer from the lesson, and am interested in what you all do in that last lesson. Business as usual - or emphasis on sight reading/aural tests - or focus on the pieces? Or something else entirely?

Usually I go through everything in the order that it will be in the exam, with a fairly comprehensive list of scales, particularly the awkward ones. Special attention to anything which is a weak point, such as sight-reading or aural, but without labouring it too much. Always the positive encouraging approach as you said.

If there's some time at the end, I might ask them what they would like to do after the exam is over in terms of pieces, and if they will be continuing with a book that they already have, I might play through some suggestions.

I normally do mock exams on the last lesson before the actual exam. As these don't take up the complete half-hour, I lighten up with some duets to finish off the lesson.

I don't actually do mock exams - but we do have a rehearsal with our accompanist in front of others who are also doing exams - so it's like a concert. Singing in front of your peers is real pressure, no-one enjoys it, but they all say the exam is a breeze by comparison.
I make notes, like a festival adjudicator, and those who don't have another lesson before the exam take the notes away. (The notes include congratulations on what they did well, as well as helpful hints.) Those that do, I go over what has become apparent at the rehearsal. It's the only chance I get to see my students in performance mode, when I'm not accompanying.
In the last lesson I hear all the songs, do aural and sight reading. But whatever happens, I am not over-nit-picky, but very encouraging and upbeat - WHATEVER I think!
Last minute advice - practice, practice, practice - but when you go in to the exam, forget the practice, and just enjoy yourself. Most of all - smile!

Ann

I usually do the 'mock grade' on the penultimate lesson before the exam, leaving the last lesson to cover a reasonable list of scales, any aural tests that may need practising, one sight reading test, a few corners in the pieces, then finally something unrelated to the grade (eg a duet).

Agree with the comments above re the positive, encouraging approach.

I too agree with all of the above. I also make a point of saying that no matter what happens in the exam, that it doesn't matter to me now; I know they've put the effort in, I know they can do it, I'd love to see them do well, as they deserve to do, but not to worry about it. Just go in and enjoy. It's too late at this stage for pinpointing details; it should all be done.

I do a mock exam with my candidates about 3 weeks before the real date so if things need attention still, we have time to work on them.

As to the lesson just prior to an exam: I start by checking the candidate feels relaxed that they know what will actually happen come the time of the exam. We run through things like how to walk in, tune-up (for oboists), get the stool right (for pianists) and so on. We may do a sight-reading test and some aural and then anything else the candidate wants to run through. By the lesson before an exam it's almost too late to achieve much that will affect the final result so I try to keep the whole thing as relaxed as possible and be responsive to the candidate's needs, not mine!

I normally focus on going over scales and sight reading. As for aural - a lot of my students are secretly loving the aural tests now... so they are putting in more effort and seem to be progressing pretty well! So I am pleased... how long will it last I wonder!

My lot are taking them in 2 weeks, so next week will be their last lesson. I plan to walk them through the exam, including the waiting room, nice old man who shows them in, squeezing past his desk to get in the door, remembering to smile the whole lot...They will play the pieces and scales and do all the tests in between walking it through. Then they have great fun walking me through it themselves one more time imitating all the little "jokes" I told them along the way and adding their own.

However well prepared they are musically, I also think it's my job to prepare them for the non musical stuff, especially as they have never been to the venue. I don't want anyone freaking out because they didn't realise that they would play a grand piano on exam day.

I like to do a mock exam within a month of a students grade, to encourage them. I did this with a student of mine whose doing Grade 1 Piano without her knowing what I was doing. I then totted up the marks and came up with a score of 131, which nearly made her fall off the piano stool. I then explained why.

In her lesson yesterday, we went through some of the things she like least like sightreading, and again I told her the level of her work against the marking criterion.

NExt week she'll run through everything to givve her some more confidence, then as I know she may crumble under nerves, we'll talk about preparing for the exam so she'e not in a panic, and gets the distinction she deserves.

For my other candidate doing exams on 19th June, he will do a recital to the choir members in his school class next tuesday, which he is really exited about. This will give him a performace opportunity before his exam. The day before he's doing an informal voice trial at Jesus College Cambridge, which again I hope will boost his self esteem.

if he sings his best I'm expecting a merit or distinction for him too.

This term I'm very nervous. Never have I had such an able group taking exams in one session, all are capable of merits, and at least 4/5 distinctions. I don't know who is more nervous them or me. I really feel I owe it to them that I prepare them properly to maximise their chances of getting the marks they deserve.

Well there was me feeling all confident.

This boy had been great in his mock, but went to pieces in his (last before the exam) lesson yesterday. He was tired after a school trip earlier in the day, and the sun was shining - I live in Scotland and the appearance of the sun is enough to send any of us into a flat spin...

We talked through the layout of the exam venue and the non-musical aspects. Also what to do if he does make errors. I wrote in his book - keep going if you make a slip. We looked at some more sight reading and played through some scales etc. Listened to one of his pieces. I tried to stay very upbeat, but inside felt quite disheartened at how poorly he performed compared to his usual standard.

I just hope he gets a good night's sleep the night before.

Fingers crossed he does well on the day.

I often find I get a poor performance in the last lesson - I think it is the realisation that it is the last lesson that brings on the nerves. It doesn't seem to reflect on their exam performance particularly though.

I know what you mean!

I try to keep the last lesson to just a quick run-through, and perhaps a reminder of the logistics of the exam - though with first-timers I 've usually gone through these earlier. I agree with Patricia that by this stage, if I am content for the pupil to go and take the exam, I regard the grade as having been reached, and I make this point to the candidate.

Like some others I prefer to do the practice exam 2 or 3 weeks before the actual date - then give the pupil a (short!) list of main points for improvement. That way he/ she can make use of the information if motivated. I do tell them (usually) what we're doing, because it involves going out and coming in again to a rather formal "me" , sitting in a different place in the room and doing role-play as the examiner. I try to find time to discuss afterwards what felt strange about the pretend-exam situation - especially with young ones - I think it all helps on the day.

I print off "hints for candidates" and hand over a copy, although not always at the last lesson.

Actually my grade 6 exam is next sunday , and for a couple of lessons my teacher has been doing some "TRY" exams , where he focouses on everything : pieces , scales , sightreading and a bit of aural...

Do teachers say anything special to their students in the last lesson before exam?
e.g. "Good luck!" -most common
"Well, I won't expect you to do well" -for some below-average students
"You still don't know this? Oh dear, you're failing!!" -for really unprepared students

I would do a mock exam then go through any last minute bits and bobs, make sure you are positive and constructive with your coments, give your pupils the finishing touches to thier pieces or scales than they didn't know to practice, but above all make sure they get the message from you that they can pass the exam, negativeness is not good so close to an exam.

From experience, a mock exam on the last lesson panics pupils, it's much better to get one over with a few weeks before the exam. I try never to criticise in general and especially not on the last lesson, it only winds pupils up during the actual exam. Smile a lot and encourage. I quite often do a duet with them to take their mind off things and go through a few scales. In all fairness, if they can't play something in the week of the exam they're not going to quickly be able to pick it up so I like to work on making the good things even more impressive.
What does everyone do on the actual exam day? Does anyone go with their pupils? I usually accompany all mine for free and take them lots of chocolate. I really am very soft!
Nice to read such good advice on this board
Sarah x

I think both of those comments would be exceptionally unhelpful in the last lesson before an exam.

Too true Sarah. zongyi, have you ever said them? Have you had them said to you?
I'd have found that really unhelpful, encouragement is the best thing before an exam.
x x

Yes - I would guess for almost all pupils it would just sap any shred of confidence... I expect there are a few out there who'd pull their fingers out and work really hard just to prove the teacher wrong, but you would have to be incredibly certain that was the case before you said any such thing.

Also if they are really that unready then isn't the treacher at fault for entering unprepared students?

Agree with the various posts above - these are not helpful comments! If a student is 'really unprepared' for an exam then I wouldn't enter them.......

Well apart from the obvious (beating them all with a very large stick) I tend to put the emphasis on not thinking of it as a TEST or EXAM but rather than an excuse to perform and a celebration of music. Kids today (and let's face it, most of our candidates are youngsters) have enough blasted hoops to jump through as it is.

Hope your students enjoy the experience and do really well.

Bag x

I tend to do a mock exam the week before. In the last lesson, I focus on anything student is struggling with and give hints, tips, reassurance and bananas! At the end I always tell them they will do well (and I'll be proud, so will mum and dad). Then I remind them even if it all goes to pot, the examiner *wants* to hear you play well, so s/he can give you good marks! Occasionally play other things (disguised as sight-reading, e.g. easy duets where they have to keep going!), but usually they want to run through everything!

I remind them to bring other new and exiting material to the next lesson, fun things and to pick and practise a new piece for next time.

And I would never tell a student they were going to fail! Never!

Too true!

Of course I don't say that!
I'm not even a teacher. ;-}
None of my teachers has ever said that to me too.

bananas?

they have something in them that calms you down.

I agree with the other's pre-exam lesson comments - concentrate mostly on the general picture. It's too late to be talking about any nitty-gritty. That should all be covered well before now. Go through the expected routine in the exam and the venue. Top and tail pieces, sight-read and do some aural. Ask the pupil if there is anything in particular they would like to work on or go over. Be relaxed and be positive in all comments and especially be encouraging. I always tell my pupils to remember how hard they have worked (I don't enter them unless they do!) - this is their opportunuity to show the examiner how well prepared they are. I never wish them good luck, as I believe if you need luck, you aren't prepared! They all know that! I just say 'concentrate, enjoy yourself and do your best!' They always leave with a smile.

I say "just relax, enjoy singing your pieces, and have fun!"

Ann

I agree that its important to keep positeve in your last lesson - but what if like me your're trying to put yourself through an exam? I chickened out of doing G8 piano at uni YEARS ago and have just plucked up the courage (or should i say stupidity!!) to do it now. I don't have a teacher to encourage me

Come on here and we'll make all the positive and supportive messages for you.