Hi, I'm new to the forum.

I'd welcome views/input from other people about their approach to preparing their students for exams. I teach piano and whilst some of my pupils just seem to progress at a steady pace, practise conscientiously, are happy to explore wider repertoire between the grades, etc, others just seem to take ages to make it to each grade, even when they are trying really hard or are not motivated to work on anything but the exam syllabus. I worry that the latter are not experiencing a wide enough repertoire and am not sure whether I'm just being paranoid about the former (I know we all learn at our own pace).

What would be a reasonable period of time to expect for preparation at each grade for an "average" pupil? How do other teachers go about apportioning this time, eg, scales and pieces concurrently; one piece at a time, hands separately for a set time, followed by hands together for a spell and then time spent polishing; a bit of a piece at a time, etc?

Any ideas about extending a pupil's playing experience when they want to forge on with exams?

Hi there!

I'm sure someone more experienced will have a better idea, as I've only been teaching piano about a year and a half myself, and have only entered a few pupils so far.

My first pupil got a merit in his grade 1 after only playing for seven months, but most of the beginners who started with me haven't taken theirs yet. It's difficult to judge, and I think I'm maybe being a bit over thorough at the minute! Some of my pupils could probably pass grade 1 tommorow - but I'm just being "extra careful"

I have a case where a girl came from another teacher, and had been working on the same grade 3 pieces for nearly a year. After a while it became clear she didn't touch the piano from one week to the next. Now some of my young pupils who have only been playing for a year are surpassing her in sight reading (not that I'd ever tell her that).

If someone wanted to dive straight into the next set of exam pieces after they had just taken an exam, I'd probably want to know why (telling me that a friend down the road has their next grade already isn't a good enough reason!), reassure them it's not a race, and encourage them to expand their repertoire and skills a bit first. Having them learn more of the set pieces from the exam book than just three could be useful.

I don't really go by any specific time scales, but I'm sure other more experienced teachers will be able to give some sort of average - from the patterns they see in their own pupils.

xxxx

For the sake of the pupil's self-esteem , I think it's better to be "over-cautious" in the early grades. I also don't think Grade 1 should be under-estimated. I'm sure examiners are loathe to fail a Grade 1, but in terms of the learning curve, I think, in many ways, Grade 1 is the the most uphill struggle for most - certainly for piano - in terms of reading the music amongst other things.

I don't think there's any such thing as the average pupil.

But seven months is really good going Amanda. There really is quite a lot of ground to be covered before grade one level.

I think I was privilaged to get such an exceptional pupil to begin with! I made sure not to expect (or push for) the same result from everyone. Isn't it a lovely feeling the first time you see your name as teacher on someone's exam certificate though?

I'm quite sure it took me a couple of years to get to grade 1, having looked at the date on my old exam book (I keep everything!)

I agree it's certainly no easy task, when you consider someone learning from scratch. Some people start asking about it only a few weeks into their lessons, and look very surprised when you show them some examples of a grade 1 piece.

xx

Yes - I think some parents regard it as a beginner's exam - which it most certainly is not.
Someone on the forums a couple of years ago suggested sitting people down if they ask about doing grade one much too soon, and playing through a few of the appropriate pieces for them - it can be quite an eye-opener.

Yes, it is nice when you see your name - and not just with the first one !

Hi Amanda,
This is interesting reading

How old was your pupil who took their Grade 1 in 7 months. I'm genuinely interested as I have a keen 7 year old, but don't want to rush things...even though they are rushing. Their problem is bashing out the notes quickly instead of 'playing' the music, so I am forever reigning her in.

I think she thinks she will be ready soon, but I am using the Prep test as a way of calming her down a bit.

In your experience so far, do you find the older beginners ( 9 upwards) generally (and I mean generally speaking) tend to be able to progress at a faster rate, initially. As long as they practise, of course.

They were eleven Mitch, and yes - I have seen that pattern with the slightly older beginners!

It's difficult to gauge, again, but so far the pupils aged 10+ do seem to pick up the basics quite quickly, regarding sight reading/theory. It probably all balances out in the end though, as they still need to put the time in on keyboard skills and all the other elements of musicianship that some of the younger ones already possess, having started that bit earlier (despite taking longer to grasp notation).

I had an adult pupil take grade one incredibly quickly (I can't remember the time scale), but it doesn't always follow, as many adults take just as long as the younger ones to get to that stage.

Your pupil sounds like one of my eight year olds! She learns pieces very quickly and her sight reading is excellent, but there's a tendency to "race", and still a preference for "fortissimo" in everything she plays I think a little more time spent - as you said - "reigning her in" will ensure she's really ready to take an exam. Being note perfect is great, but developing a sense of the music, and style can take longer in some cases, and constantly evolves the more mature we get. Once she's more sensitive to that, her playing will sound less "lifeless."

Sometimes I'll say things like "That was great" - (and technically, it probably was), but this time I want you to make me feel like tapping my feet/singing along/swaying, depending on the music. If it's a soft piece, the mission is to try and put my dog to sleep

I'm sure your seven year old will do really well, and the prep test sounds like a good plan if she's keen to try an exam. It's great when they're so enthusiastic!

xxx

On reflection, I've had a few pupils who took Grade 1 within the first year - i.e - started in September and did the exam in June, but they've been the exception rather than the rule. (The youngest of these was 7, and the oldest 11.) I think it's important to go with the individual rather than have a goal to suit all, as long as progress of some sort is being made. At the minute I'm cracking up with one or two who point-blank refuse to learn the names of the dam notes!

Does anyone else who's been teaching for a while find that the calibre of pupils goes in waves? There was a time when I had a batch of very talented beginners, who are now on the upper grades, but somehow at the minute I have quite a few strugglers! Success seems to breed success; if one hears how another of the same age/level is doing - and it's better than them - they tend to put on a spurt. And the reverse can also be the case; "He's only got this far too - I must be doing okay!"

I make a point of not mentioning any other pupils' progress during a lesson, but a little competition can be healthy, and sometimes they find out how others are doing anyway - through the parents or at school.

I'm in an awkward position where I have three pupils from the same class at school. They must get together for a conference at break time or something, as each knows exactly what the other is doing They are all at different stages though, and I have to keep saying "never mind what book xxxx is on! It's not a race!" I know they don't listen though.... If they hear one girl playing a piece they don't know yet, they all want to learn it

They're all good friends though, so it's not a bad sort of competition. I do make sure I don't stir it up though - they do that well enough themselves! It's amazing the detail they go into with each other about lessons though. My Thursday pupil will say things like "Is the dog clean now?" and I'll look puzzled, before she tells me that xxxx said on Monday the dog was dirty, and I was going to bath it after her lesson. I don't even remember things like that! It's handy for when they leave things here like notebooks, as someone else will always be able to take it into school for them before next weeks lesson

xxx

I'm quite new on the forum as well.

I've just entered my second pupil for the ABRSM Grade 1 in Recorder. She started in about April, but had already taught herself quite a lot and is a bit of a natural. The rest of my pupils that have started at the same time are nowhere near exam standard.

Incidentally the first person that I entered for an ABRSM exam failed her Grade 2 Flute and promptly gave up so I'm being extra careful about my Recorder pupil. Prior to this I'd entered quite a few pupils for Electronic Keyboard exams with the Victoria College of Music which are probably a fair bit easier. At the time I was teaching for another teacher who actually entered this particular flautist for the exam and afterwards he gave me some very good advice saying that you should only enter pupils for exams if they can already play all of the pieces, that way you've got plenty of time to polish off the pieces and refine scales etc.

When I was learning I played Flute and Electronic Keyboard and used to sit exams each session alternating the instruments. I was quite motivated by exams and think that I must have worked on music away from the syllabus for one instrument whilst I was learning the exam pieces for the other. So this approach could work quite well if your pupil plays another instrument or has dancing exams or something like that to prepare for.

Good luck.

Hi M-C,

Yes I also think it's a good idea to make a deadline for having just about everything known by the entry date, rather than the exam date itself.

That's a good idea about being aware of other exams your pupils is taking on another instrument. It means they have time to relax One exam at a time is enough for most people!

xxx