Hello Clever Diploma People

I'm wondering just how well must one be able to play before they should consider studying for a diploma?

My current thinking is that a diligent hard working music student with a smattering of merits and distinctions could eventually pass either the teaching or performance diploma. Am I mistaken and are diplomas strictly for those that have sailed through with distinction?

Please enlighten me.

G

- not sure about the clever bit, musically speaking! and haven't done dipABRSM, but ATCL...I wouldn't have said that distinctions throughout were necessary - after all, the exam only reflects performance on one day, etc, etc - but it is also true that even someone with a string of straight distinctions might not necessarily pass a diploma exam. It's really about understanding the difference in requirements, and setting out to meet those - preferably going well beyond them to give a bit of leeway in case of exam nerves. One of the major sections of the ATCL exam was musical communication, something which didn't seem to figure quite so strongly in grade exams, and technical security must be at a very high level too. The programme note-writing requirements also mean you have to be able to research around the composers and musical construction of the pieces you play, and for dipABRSM you also have to be able to discuss what you found out. Knowing the syllabus is a big part of preparing for any exam - this is something I've really only started to understand properly since doing exams as an adult, with access to the full requirements online; that was a huge help to me.

Just as distinctions for grades don't necessarily mean you could pass at dip level.....having done well for my dip, I'm still well aware that it doesn't mean I could pass the next one up .

Does that mean that someone scraping passes through the lower ABRSM exams could take a teaching diploma despite the fact that they might be an awful performer?

No, because you do need to be good enough to pass- so you do need to be a good performer at the time you take the dip. It's just that the reason for not getting distinctions don't just depend on talent and technical accomplishment - you need to have done the practice, sure, but also be in focus on the day, in good health preferably, not be too nervous, and not have the cat's imminent demise on your mind (or whatever)....
I never got distinctions as a kid - scraped a couple of merits over the years, but that was it; admittedly on other instruments than the one I now play for preference, but my musical talent won't have changed so very much in that time. What has changed is how I approach practice, and the fact that I now have the best teacher I ever had - oh, and I've listened to so much more music over the decades too. So someone who was definitely never a distinction candidate as a kid still managed a step beyond her furthest dream - having thought it would be wonderful to get a grade 8 one day, I've now got a diploma certificate in the house...

Singing exam results: Grade 5 132, 1985
Grade 8 116, 1987
Advanced Certificate Distinction 1993
LRSM 1st attempt fail 1994
LRSM pass new syllabus 1st attempt 2007

There is much more to a diploma than a grade exam. The examiners are looking for much more in the sense of performance presence and then there's the written work to think about too.

Ask your teacher for advice. By all means go for it, but better to go in with your eyes wide open rather than ignorant of things.

usual "not a dip holder" disclaimer

I think the performance element is somewhat different in the teaching Dip, in that the pieces are (I think) grade 6, but I gather one still has to do a pretty good performance of them. But I would agree with anacrusis, distinctions or lack thereof aren't the litmus test of suitability for doing a dip, it will depend on loads of things.

I hope you don't need a long string of past distinctions to get a diploma - the highest mark I ever got was 116 for grade 1 (piano) in 1969! However, I hope that this may change.

I am currently working towards a diploma, in the sense that whilst distinctions are not required, Grade 8 is! My technique is at the moment is probably good enough to scrape a pass at grade 8. However, keeping the medium to long-term target in view (Dip and beyond) technique that will scrape through grade 8 will be woefully inadequate for a Diploma, so I have to improve a lot before I even think about diploma. That being the case, why rush grade 8?

Therefore the intermediate plan is to work on developing technique and a wider range of repertoire. When my teacher thinks I'm good enough to stand a chance of getting distinction at grade 8 I'll go for it, and then beyond, but the important phrase is "when my teacher thinks I'm good enough": Be guided by your teacher.

Of course, grade 8 also has it's prerequisites, so the short term plan is to get Grade 5 theory. The exam is on November 7th at 5pm!

The very long term plan (post Diploma) is to go for LRSM and IF I pass that, FRSM.

On the other hand, plans can change!

Yes. I've been wondering about the same thing.
Generally my sight reading is disastrous and my technique is not great either, amazingly I've been getting distinctions for my piano exams. I've always been playing really easy pieces for my exams (click into my profile to see the pieces I've played for exams). I'm wondering: whether I should attempt the DipABRSM pieces or should I practice more easier music?

Thanks

Best judge of your ability is your teacher. Mine planned whilst I was around Grade 7 standard.

I got mostly distinctions and merits in my graded exams and had my first attempt at DipABRSM performance 2 years after grade 8 and failed miserably apart from the viva part which I passed in no more. I just tried again this year and passed the recital (only just) but failed the quick study once again.

If you put the time and effort into preparing for the diploma I dare say anyone could do it over time. It's important to remember the other elements such as the quick study and viva in some diplomas and consider if you are ready for them too and not just be able to preform to the required standard.

Most boards state that you should be at a standard beyond grade 8 which is probably the best guide to go by. DipABRSM performance isn't just like a grade 9 it's an entirely different ball game many steps ahead.

I'm sure if you have a deacent teacher they will be able to tell you when you are ready.

More than one person has told me that the jump from grade 8 to DipARSM is much the same as the jump from grade 5 to grade 8, and it is celarly a jump not only in technical ability but in wider musicianship. The guide the AB produce points out that a performance which will get you a good pass at grade 8 may fail Dip.

It is indeed a big step from Grade 8 to DipABRSM, and also big steps to LRSM and FRSM. I thought I would give you my timeline for reference:

Oboe (started in 1989)
Grade 5 130 1992
Grade 8 145 1993
DipABRSM Pass 2001
LRSM Pass 2002
FRSM Pass 2003

I was in university (non-music) from 1995 to 2000, and pretty much stopped playing (except for weekly orchestra rehearsals) during that time, so that explains partly the long lay-off between my Grade 8 and DipABRSM. Still, that was a big step up. I had matured a lot musically (and otherwise) during those 8 years. One has to be musically mature to do well at the diploma level, and technique pretty has to be a non-issue.

I am probably rather unconventionalm (or mad!) but I only left 6 months between doing grade 8 alto sax (delighted with 141/150 result, December 2006) and my dip ABRSM (taken in July this year). I passed dip, and was only 5 off a distinction, which I was delighted about, as I was a terrified performer before I started working for the Diploma. My confidence has soared!

I'm not saying it was dead easy, I generally put in about 5 hours practice a week, which I really enjoyed, and enjoyed the challenge of improving considerably in a relatively short time scale.

Best of luck if you decide to go for it!