What practical advice would you give my thirteen year old who has his Grade 5 piano next week? Grade 3 and 4 were 113 and 114 respectively. Terribly disheartened each time, says he is jinxed. This time a new teacher, another year, more experience so I hope nerves will not overcome him. He is terrifically prepared, only aspect which will let him down if all goes well is sight reading but I realise this is an ongoing process. So any advice on what he should be practising this crucial week would be most appreciated.

Thanks!

I'm certainly no expert, but really the only thing I can say is just try to get him to try to keep his nerves under control as much as possible! Another thing he could do over the next week is do as much sight-reading as possible-sight-reading everything imaginable, from very beginner to stuff that is too difficult. A week won't necessarily make a significant difference, but it might just gain him the extra mark that makes that all important difference between two grade boundaries good luck to him!

First of all, I would say that 113 and 114 are good solid passes. There is really no need to be disheartened with those marks. I'd understand his feeling like this if he had failed, or perhaps if the passes were so borderline as to undermine his confidence. But those are quite clearly well above the passmark.

With sight-reading I think it's important to know HOW you will use the preparation time to best advantage. Avoid that 'oh dear - how do I deal with this?' feeling which can waste precious seconds. I get my students to spend the first few seconds establishing a realistic pulse, and working on aspects of the rhythm. Spot the key and think or play through the notes of the first few bars; look through for any awkward bars - big jumps, accidentals, that sort of thing. I'm sure your son has been given similar advice.

This week - do as much sight-reading as possible, as Fran suggested. But do also practise USING that preparation time. You might try setting the kitchen timer, if practicable, to indicate when 30 seconds is up - it's pretty short! When I'm doing this sort of thing with my pupils we start with a minute or longer to practise the 'system' and gradually reduce the time over several weeks - it does help to have a plan of action which more or less fits the time available.

Best of luck too - I hope it goes well for your son.

I agree with the others - as much sight reading as poss at various grades. And lots of slow practice to get the basics rock solid. And remind him that the exam is an opportunity to show what he can do and to shine. Also mistakes are ok, as long as there are not too many, and the examiner is going to expect them. Also the examiner is will not be trying to catch him out and wants him to do well. And take him to the cinema or whatever he enjoys so he can forget it for a few hours. Good luck.

I understand how he feels about getting the passes. As maggiemay has said, they're not fails, but I do understand that it's disappointing to get marks that are lower than what you were hoping for, even if they are good marks. With that in mind, I would ask your son to try to really think of this as a performance rather than an exam (I'm thinking mostly of the pieces here - I'm not suggesting that he imagines he is playing the scales and doing the aural tests in Wigmore Hall ) I think it would help for him to really focus on the performance aspect - being expressive and communicating the music to the audience, even if that audience just consists of the examiner. I think that ironically, focusing on performing and not what marks he will get will probably get him better marks, since at grade 5 the marking is focused much more on expression and musicality than in the lower grades.

It would be better if he could perform his scales as well as his pieces.

Thank you every one for your invaluable advice. My son has read it and is following it. I am amazed at how generous and forthcoming every one has been recently.

Will keep you informed about the exam and results.