Hi,

I just want to find out what other teachers do when selecting the pieces for the earlier grade exams. Do you let the children choose themselves or do you choose what they are going to play?

I always let them choose in the end, but sometimes I give a push in the right direction! That goes for everyone, not just the lower grades.

David

I let them choose - occasionally they will choose a piece that I would consider isn't suitable for them, but they either surprise me by doing well with it because they like it, or they discard it after a few weeks and we then choose another from that particular list. It doesn't hurt to try extra pieces anyway!

The term before I enter them (I only have lower grade pupils at the moment) my pupils play through most of the pieces and learn them for a week... then they choose the ones they like/ have got on with best. We might play through a piece in a lesson and they say "Don't like that one" . That's fair enough. It's funny, some pupils always go for pieces they like.... whereas some will look for the easiest ( in their opinion).

My piano teacher plays all the pieces in the booklet to us and we have to choose. If we don't like any of them she starts on the alternative pieces. If we are struggling with a piece we have chosen for a particular reason she may suggest we do a different piece.

I give them a free choice, but help them by pointing out particular issues. If they (as some do) end up with a shortlist, I'll often make the final decision for them. There are one or two pieces I steer them away from as much harder than others set for the grade.

I let them choose within reason. Some piece are more diffult than others and if they choose a piece that I know is beyond them, I won't let them play it in the exam.

My teacher chooses for me.

I play through all the ones in the list with them following it in the music - and I'll explain things that I think they will get on well with, or things that are in the piece that they will struggle with. I do guide them tho - if I don't think they'll manage it I might play it very allegro for example so it scares them off it!!

In my experience they have to like the piece to practice it enough (particularly if they are not very self disciplined!!). Even for myself, it doesn't half make it easier if you like a piece to practice it!!

Thanks for all your replies.

I always let my pupils choose (well I guide them to the correct decision!) but a pupil I've recently taken on was shocked that I was prepared to let him choose his exam music himself. He did grades 1 & 2 trumpet with his first teacher and is now going to work towards grade 3 with me (because the family has relocated, not because of problems with the music tuition). His previous teacher simply told him what books to buy and there was absolutely no discussion about his musical likes and dislikes. It's such a shame because he didn't like the choice of music for either exam and has reached his current standard feeling that music is a chore. He managed merits in both exams which is quite an achievement seeing as his previous teacher only taught him the aural skills in the last lessons before the exams (that's another thing that he's shocked about - I do aural/sightreading every lesson).

I don't have copies of all the music for each exam but do have a good selection. I have copies of each piece on CD so the children can hear what the piece will sound like and we have a group session sitting round and making shortlists, then from their shortlists I let them have a go at playing their selection. They make their choice from this session but I do say if I think it's not the best choice.

I think in higher grades, especially, it should be a joint decision. Especially at G.8, I prefer to include at least one or two pieces that I have studied with teachers in the past. That way I am passing on a tradition. Although it is fun to learn new material.
I've just persuaded one lad, who had stubbornly insisted on doing "Feeling Good" for his G.7 in November, to give it up, as his hands are not wide enough for the stretches involved in the L.H., and the big handfuls in the R.H. Now, he's doing "Prayer of the Matador", which is more within his grasp.
Also, having lived in Spain, I feel I have more of a feeling for Spanish-sounding music than corny Hollywood-Christmas-movie type stuff. I think it's important that the teacher is motivated by the music as well as the pupil. ¿No?
Steve

This is what I do too. I think that sometimes students need a push in the right direction. Also, is it good to try as many pieces as they can anyway - it's all good experience!

My teacher would try and play through all the options- not always very accurate.
By grade 6 I would play through the pieces myself as sight reading and choose- she always let me choose as she knew I would achieve the piece
But with my brother and sister, she, at least for the early grades, chose for them- she made the right decision for all her choices as she knew what appealed to them.
As a young student, the choice is exciting and you are more likely to try more if you have chosen- or at least that worked for me. When/if any of my new students get to grade 1 I will play through them all and they can choose.

For my G8 (coming up thursday) the decision making was taken much in the way that you've just described, my teacher prodded me fairly firmly away from the Haydn Concerto for List A on which I had set my heart on learning, then towards Andante et Scherzo by Busser in List B which I had been afraid of but accepted my choice of "Polka" from List C. Now as I come to take the exam I'm very thankful I'm playing the pieces I'm playing not the ones I would have originally chosen. Proving my teacher right. Good reason teachers are teachers!

Stephen

For the younger ones, I play through each piece once and they make a short-list of the ones they like. We usually end up learning four or five at least and picking three to polish for the exam. My few older ones have taken the book and had a week or so to look at the pieces and to decide for themselves, with me offering suggestions on what are the tricky bits, what would suit them, etc.

my teacher just says "go and get these books sometime" and i fail to spot he's just picked his three favourites off of the lists! seriously, the pieces i did @ G7, there were easier, but no, just because he liked them i had to play them.

he's always decided, but i think for G8 I might go get some other pieces and give them a go aswell, heck, i need to be a bit rebelious sometimes