Perhaps overlapping the exam period to have the first half contained within school terms and the second half in the holiday (this probably would only work in summer but that's the busiest time). That way some people would be forced to take the first weeks as they would be on holiday in later ones; others may wish to take the second weeks (people who are school teachers (and either music students or music teachers) or students who have exams in school) thus creating balanced reasons for both the beginning and the end of the exam period and spreading out the times that people want. Of course this would have to be met with strong guarantees that someone could exclude the week they were on holiday.

I voted for performance date as it's just so important in terms of prepaaration, getting an accompanist together, being able to be there myself. It's not good enough to receive two or three weeks notice. However the venue is very very important too, to create the sense of occasion. I wouldn't like to have done my Grade 8 in someone's front room! The acoustic isn't very friendly apart from everything else. (Do examiners take such things into account?)

The date of exams I think is the most crucial thing. I more often than not do a Special Visit entry so I can specify the date I want. Really useful as often I am away performing during the main exam sessions.

As we live 16 miles from the examination venue I and my pupils would like far more warning of exam dates and times. I am also finding the month of June almost impossible to plan for as this always clashes with the main Aberdeen Music Festival and School activities.

Can the abrsm set up online booking with approximate bookable slots as per Tesco, Sainsbury's Ocado etc?
If there were an additional charge of £1 per booking I have calculated that this should easily cover the costs of a secure and foolproof booking facility within the first year.
Helen Burton

I actually took a few of my exams at the royal college in London. This was fantastic as the atmosphere certainly attributed to the sense of occasion. All that music around was a real boost to my confidence. I think the right venue is of some great importance, and as a piano teacher a good piano is always helpful , but i do encourage my pupils to have a good play before the exam actually starts which hopefully the examiner will allow.

I live in HK so I don't know whether my problem with the exam dates applies outside HK. But I think the most problems I have with my students is the LENGTH (span of months) that the exams are conducted in HK. It's very difficult to prepare a student properly for an exam that could be scheduled in August... and November.... it's a big difference to me as the teacher, and the student, and the parents. Although we get to write down the "preferred" month to take the exam, it's no guarantee. So, it's very difficult to plan a student's goal and programme for the year. It's also very difficult to plan b/c we have to apply in March for an exam that is aimed for November. God only knows how MANY things/changes there can be in a student's life and my life in 8 months time! We get notified about the time of the exam about 3 weeks before the exam appointment. So, starting from August each year, my student and I will look into the mailbox everyday, if we do not receive the schedule, we think there is at least another 3 weeks. It's very tiring to do that from August to November !

I am relatively new to ABRSM (3 years) as teaching, I lived in Canada for 20 years. So, if anyone has any idea how to resolve this problem , please advise.

Thank you !

I think that the most important things are a convenient date and knowing the date well in advance- when I took my grade 7 piano it clashed with an essential school exam so I had to phone up the board and ask them to change it- very inconvenient for both me and the board.
The venue is sometimes important as well- exams used to be held at a house with no proper waiting room so the candidates had to wait in the garden shed, and then go up steep steps to get to the exam. It was rather inconvenient to have to walk up the steps with an instrument in hand especially because my sister was only six when she took her first violin exam, and tripped on the steps... you can imagine what happened to the tuning of the violin!

Hi,
I voted for a good venue facilities but I do not think that only one voting option is enough. Convenient date is equally important so that the preparation can be planned well.
regards

QUOTE (Lisa B @ Mar 26 2004, 08:11 PM)

...the examiners need to be a little more friendly. In my experience, they don't move from their desks and barely speak other than to tell you what they want you to do.  <snip> The examiners from other exam boards are much friendlier - chatting to the student, helping out with chairs, stands etc and most importantly making them feel at ease so they can give their best performance.

I'm an accompanist and play for lots of grade exams. I haven't experienced any consistent difference in friendliness and helpfulness (adjusting stands etc.) among examiners from different Boards. Most of the examiners I've seen recently have greeted me and the candidates in a friendly way and allowed us to get settled and tune up carefully. Most examiners are willing to allow the candidates to adjust their position so that the examiner has a good view and the candidate and I have eye contact, etc. From time to time I do come across examiners who make the whole thing feel very rushed and unnecessarily formal, but they have been the exception in recent years.

QUOTE

QUOTE (Lisa B @ Mar 26 2004, 08:11 PM) ...the examiners need to be a little more friendly. In my experience, they don't move from their desks and barely speak other than to tell you what they want you to do.  <snip> The examiners from other exam boards are much friendlier - chatting to the student, helping out with chairs, stands etc and most importantly making them feel at ease so they can give their best performance. I'm an accompanist and play for lots of grade exams. I haven't experienced any consistent difference in friendliness and helpfulness (adjusting stands etc.) among examiners from different Boards. Most of the examiners I've seen recently have greeted me and the candidates in a friendly way and allowed us to get settled and tune up carefully. Most examiners are willing to allow the candidates to adjust their position so that the examiner has a good view and the candidate and I have eye contact, etc. From time to time I do come across examiners who make the whole thing feel very rushed and unnecessarily formal, but they have been the exception in recent years.

I've had varying experiences with examiners in this way, going from at one end of the scale the one from my grade 7 piano who didn't even say anything as I entered the room, which made me feel v. uncomfortable to the one for my grade 5 piano who was exceedingly friendly and offered to help me adjust the stool, allowed me ample time to get the feel of the piano, etc. I did better in the grade 5, not surprisingly.

most of my examiners have said hardly anything to me in the exam, apart from one. the examiner for my grade 4 piano was really nice, she forgot to ask me broken chords and just as i was about to start my 1st piece she said oops sorry ive cheated and not asked you any broken chords sorry, ill have to ask you them!!

QUOTE (Ony @ Apr 8 2004, 09:27 AM)

Our local centre has a fairly well arranged set-up for the examiner, in a sound-proofed room, but the poor pupils have to warm up in a music shop with no privacy and no security for their possessions. Not good enough!

I haven't checked this recently, but the last time I raised the matter with the Board I was told that they made no commitment to provide any warm up facilities at all. I find that unacceptable, and I feel it is particularly damaging for players of brass instruments not to have a chance to warm up properly. My nearest exam centre is very well organised, usually providing two small warm-up rooms with in tune pianos, but I've been faced in the past with one where candidates were told to warm up in their cars!! It wasn't clear how the trombonists, 'cellists or bass players were supposed to cope...

QUOTE (Ony @ Apr 8 2004, 09:27 AM)

I would have preferred to have seen the sort of poll here where you can indicate priorities in order of preference, rather than just choosing one over all the others.

I agree. I think the results would have been more illuminating too. Only being able to choose one item is rather like the political "first past the post" system as against proportional representation.

As a parent of three children with a wide range of exam experience (wind, brass, piano & strings), recent grade 8 examinee myself and Grade 2 accompanist, I have a few points to add..

Being able to specify dates to avoid would be wonderful, together with earlier notice. I look at my diary for the expected week(s) with dread as other commitments (work, school, social) pile up and wonder where the clash will be. I had to ask a friend to take my daughter to her Grade 1 piano as I was away at a work training course booked months previously.

Warming up facilities are vital, and the waiting area should definitely be out of earshot! My most recent experience has a second-hand music book stall in the waiting area - I came back with a number of bargains!

For my son's Grade 7 we were able to arrange with the venue for him to practice on the piano one evening the week before (the premises were open for lessons) This was very useful, but was the first time this facility has ever been offered to him.

As for tuning, accompanists etc, my children's non-piano exams have all been arranged by the local music service who provide accompanists if required, with a rehearsal a couple of weeks beforehand, and the violin teacher was on hand to help with tuning - they would see this as part of the job and would not be teaching that day. I realise this is different for peris employed by a music service.

What would be REALLY helpful would be if the AB could publish a list of willing accompanists for each region. Coupled with the fact that you often don't know the exact date of the exam until a couple of weeks beforehand, it can sometimes be a complete nightmare trying to track down an accompanist who is actually available, ie not working that morning or afternoon - to do the job.

When my son did his sax exam the accompanist we'd had lined up for months let me down and I nearly had a heart attack trying to find somebody in time. Admittedly it was the Guildhall and we had to travel 12 miles, but it could have been a problem even if the exam centre had been in my home town.

Generally though I think the AB is really efficient and effective.

Violinia

QUOTE (clarinetlover @ Aug 1 2004, 11:13 AM)

QUOTE (Lisa B @ Mar 26 2004, 08:11 PM) ...the examiners need to be a little more friendly. In my experience, they don't move from their desks and barely speak other than to tell you what they want you to do. <snip> The examiners from other exam boards are much friendlier - chatting to the student, helping out with chairs, stands etc and most importantly making them feel at ease so they can give their best performance.

Hehehe... I would not be sure having a very friendly examiner is a good thing. Because the last VERY friendly examiner I had was a hard marker! Most of them are just normal, polite and that was alright. I got good marks even when I didn't think I played that well. But with the performance I was especially pleased with, I got just average marks. And the same happened to some of my students this year. Those who might have gotton a merit with the other more silent examiners only got a high pass with this super polite and friendly examiner.

QUOTE

What would be REALLY helpful would be if the AB could publish a list of willing accompanists for each region.

It would be useful I guess - except the AB would not wish to imply some kind of endorsement, so may be reluctant to list names.

I've mentioned this before but maybe not on this thread ......... a friend recently called me to ask if I could accompany her daughter in an exam; I had lessons booked and could not, but suggested she try www.musicteachers.co.uk. She called back within 5 or 10 minutes to say she had found someone.

Maggie

I consider a convenient date to be important in the allocation of exam appointments and I think it would be helpful if the entry form was a bit more flexible to make it easier for teachers to choose (within reason) a week to suit their candidates. There is no point in having the option of a preferred week on the entry form if it is totally disregarded when exam dates are allocated. Last term I had several students who due to A levels, GCSEs and school trips during the exam period were not available during all of June. I chose week 3 as my preferred week to avoid clashes. The result? Two of my students had to do piano exams within 24 hours of returning from a school exchange to France, another two had to change to a different centre because they had A level/GCSE clashes. I specifically entered a piano grade 8 candidate to a centre where she would be able to play a good piano to give her the best possible chance in her exam, but because of an A level clash she had to change centre and ended up doing the exam in a different centre 15 miles away on a poor piano during the week I had originally asked for when she was entered. Fortunately she still got a distinction, but when parents are paying so much money for these exams, pianists in particular should not be disadvantaged by having to play on a less adequate instrument.

private piano teacher & peri

id like there to be a practise piano, or at least a keyboard, with headphones at each venue

i have found most examiners to be on a par with driving test examiners. as well as teaching i have accompanied for other teachers and actually being in the room with the examiner reminded me of my exam days. [i think they are the same examiners!] they made me feel uneasy and i wasnt even sitting the exam!! I have come across two examiners who were really good and put the kids at ease so if any of you teachers out there have got margaret Madley examining your pupils, get as many entries in as you can. She was excellent!!! Really knew how to deal with kids [and adults]

I think that the venue is most important. Our local centre is a methodist church and the exam room is wonderful to sing in..light and spacious with a good grand piano and the pews add a lovely sense of occasion when performing as you have an 'imaginary' audience to sing to..!

I had two exams here and thoroughly enjoyed them! I think that is so important to ENJOY exams, and not see them as being scary. If you know the venue you will be examined in is good, it means you don't have to worry about that but can focus your energies on your PERFORMANCE!!

For my grade 7 exam however, the exam room was in a poky mobile classroom in a school with awful accoustics and i found it quite difficult to 'get into character' for my songs. Funnily enough though, I got my highest ever distinction for this one!! Perhaps I felt I had to work a bit harder!!

i never enjoyed my exams because i was too nervous, the piano examiners that graded me always look so stern and i fear to even look at them right at the face. The piano area always wet with sweats .

QUOTE

I had two exams here and thoroughly enjoyed them! I think that is so important to ENJOY exams, and not see them as being scary.

I really agree with this - although I know that for many people it's like asking them to fly ................
I try to encourage my pupils to regard exams as a mini-recital they will be giving to someone who is going to enjoy their playing. I don't ignore the nervous aspect but I don't stress it (oh dear! unintended) either.

A good venue certainly gives it a sense of occasion and helps it to feel special.

Maggie

QUOTE (1stviolin @ Sep 7 2004, 11:04 PM)

As a parent of three children with a wide range of exam experience (wind, brass, piano & strings), recent grade 8 examinee myself and Grade 2 accompanist, I have a few points to add.. Being able to specify dates to avoid would be wonderful, together with earlier notice. I look at my diary for the expected week(s) with dread as other commitments (work, school, social) pile up and wonder where the clash will be. I had to ask a friend to take my daughter to her Grade 1 piano as I was away at a work training course booked months previously. Warming up facilities are vital, and the waiting area should definitely be out of earshot! My most recent experience has a second-hand music book stall in the waiting area - I came back with a number of bargains! For my son's Grade 7 we were able to arrange with the venue for him to practice on the piano one evening the week before (the premises were open for lessons) This was very useful, but was the first time this facility has ever been offered to him. As for tuning, accompanists etc, my children's non-piano exams have all been arranged by the local music service who provide accompanists if required, with a rehearsal a couple of weeks beforehand, and the violin teacher was on hand to help with tuning - they would see this as part of the job and would not be teaching that day. I realise this is different for peris employed by a music service.

[QUOTE]

Having just come to this thread I thought I'd add a comment or two from a long time of teaching and entering students and also because in my time I've known a few examiners as, I am sure, have others contributing on this message board.

1. The Board handles thousands of entries each UK session, I believe I've read over 600,000 worldwide in a year. Imagine trying to get everything right by everyone, dates you'd like, not like etc. It would be a nightmare - I am always amazed at how kind everyone is in the Regional Office I use when I ring to say something won't work. I think they do try - it cannot be easy. I like the idea of some evening sessions but I am guessing finding the venues would be a problem. A lot of churches, schools etc are willing to open their premises in the day but would probably not do so at night. Our AB centre is in a shopping centre which would be problematic. I don't know how examiners and stewards would feel about it either.

2. Examiners are busy people but they are human too - although, obviously, most students aren't convinced of this on a regular basis! I agree that I think examiners have got more friendly recently - the last few we've had at my Centre have been lovely with my kids. I guess they don't move around much because they've got to listen and concentrate and write. If they moved and distracted the performer at all, someone would probably complain! I remember taking my Grade V Oboe in the 60s and the examiner stood behind me as I played my study, puffing on his pipe!! Those days are long gone - thank goodness.

3. I went to a seminar once where we were all invited to pretend to be examiners. It was a nightmare trying to keep up with everything to time. I can imagine having to be really nice all day, no matter what happens, with the clock ticking and forms to write etc must be really stressful - a bit like being on the check-outs in the hypermarket at Christmas.

4. Someone asked about tuning string instruments. I have asked likewise about wind at times. The response is always that examiners would not be insured should any damage occur to the instrument whilst it was in their hands and, as intonation is assessed as part of the performance it puts an unreasonable pressure on the examiner to have to get the instrument absolutely right for the candidate or else they couldn't make any comment on tuning. As an Oboist, I'm not sure I'd want to be responsible for tuning lots of violins etc so I can imagine any non-string playing examiner would feel the same way.

I know of a local string teacher who gets one of her older 6th form or gap year pupils to attend if she cannot to perform this function and all the junior pupils contribute a small financial sum to give the pupil some "pocket money" as a thank you.

OK - just a few thoughts!

A good venue with room to warm up is essential. I took my child to an appaling chapel which was tiny with no room to warm up and worse it was winter and the place was heated by a tiny heater that we were all gathered around in the 'waiting space' (not a room by anyones standards!). However I asked other parents who had been there previously and they all said yes it was terrible.
BUT NO ONE HAD REGISTERED A COMPLAINT!!!!
I rang and wrote a firm letter about the appaling conditions and was told by the Exam Board that no one had ever complained before aaaaaaaaaaggggghhhhh!
Remember that the exams are not free, and you are entitled to decent and adequate conditions.
So please register your complaints with the Exam boards about venues and conditions you are not happy with, and they will take notice. Trying to take an exam on a beautiful Steinway Grand is useless if you have blue fingers!!!!

Hello everyone

I agree with your venue and instrument comments. Plus knowing something about the examiners would be very interesting..

Most aspiring musicians need examples set by current ones. To this end I think that the ABRMS should issue to all teachers who enter their students to the examination system a comprehensive compact disk of the ideal quality and performance of all their set pieces etc in their current syllabus. As we all need examples of current musical thinking from the institutions and not simply guess what they are looking for I am sure that we would subscribe to advancement in modern ideas that the ABRMS are trying to engender.

Nikgel R Seccombe AIB

QUOTE

To this end I think that the ABRMS should issue to all teachers who enter their students to the examination system a comprehensive compact disk of the ideal quality and performance of all their set pieces etc in their current syllabus.

If you want the pieces on CD you can of course buy them. I teach two instruments, Grades 1 - 8. I can hardly see the AB issuing me with 16 CDs!

QUOTE (tamarind @ Nov 10 2004, 04:43 PM)

Hello everyone I agree with your venue and instrument comments. Plus knowing something about the examiners would be very interesting.. Most aspiring musicians need examples set by current ones. To this end I think that the ABRMS should issue to all teachers who enter their students to the examination system a comprehensive compact disk of the ideal quality and performance of all their set pieces etc in their current syllabus. As we all need examples of current musical thinking from the institutions and not simply guess what they are looking for I am sure that we would subscribe to advancement in modern ideas that the ABRMS are trying to engender. Nikgel R Seccombe AIB

I suppose students do need examples, but wouldn't having "ideal" performances restrict the development of their own interpretations of the music?

As a singer needing an accompanist, plenty of advance notice is crucial - at my particular level (Diploma) the piano can to a certain extent make or break the performance, and if you need to find someone last minute it is unlikely they will know the pieces (in my case there are 9, ranging from Schubert to Rachmaninoff!). Next I would say venue, but I believe this is vary variable depending on where you live and how many people sit exams in your area. Knowing something about examiners too would be nice - for example their instruments, whether they still teach, how long they've been examining...

As for providing CDs I don't agree it would be a good thing (quite apart from the sheer volume of material) precisely because you are supposed to develop your own interpretation from the score, and I do not think there is a uniform way of playing a piece: variations in tempo and mood are in many cases possible and two students will get distinction with differing interpretations (speaking from personal experience piano grade

For myself, and probably for many other adults taking exams who are working, I would find it really useful if I could take the exam on a Saturday so I do not have to use up holiday.

QUOTE (Fergus @ Nov 26 2004, 04:44 PM)

For myself, and probably for many other adults taking exams who are working, I would find it really useful if I could take the exam on a Saturday so I do not have to use up holiday.

Indeed, I'm quite flexible but for people working it must be a nightmare. It seems mad that one can express the preference to not have Saturdays but not the preference to have Saturdays. Clarinetlover seems to be quite good at getting Saturday exams, maybe she can tell us how she does it!

all my piano exams are on Saturdays. ihave no idea how i get them LOL

When I entered a pupil for prep test I just wrote on the form 'Saturday preferred'.

Hi folks,

Just a thought about theory exams. These can be just as problamatic.

One centre that I used for my pupils in the past, had people sitting around tables, and if one young person was rubbing out enthusiastically, the whole table shook for everyone else!

At the Manchester centre, a 'helpful' lady walking round the tables asked a young boy, who was a pupil of my daughter, if he had finished his paper. This was after about forty minutes. He said yes and before he had time to say that he hadn't checked it yet, she whipped his paper away and told him that he could go.

The poor young lad had to wait outside in the cold passage waiting for his mum to come for him. He had had instructions from his piano teacher and mum to check his paper thoroughly and not to come out before the time was up.

Needless to say my daughter did complain to the local representative and the AB direct.

Both my daughter and I always tell our pupils this story and tell them to place their hand firmly on their paper, so it can't be picked up and to always say that they haven't finished yet.

QUOTE (lesley @ Dec 3 2004, 04:06 PM)

At the Manchester centre, a 'helpful' lady walking round the tables asked a young boy, who was a pupil of my daughter, if he had finished his paper. This was after about forty minutes. He said yes and before he had time to say that he hadn't checked it yet, she whipped his paper away and told him that he could go. The poor young lad had to wait outside in the cold passage waiting for his mum to come for him. He had had instructions from his piano teacher and mum to check his paper thoroughly and not to come out before the time was up.

awwww poor chap!!!!!! i hope he passed anyway!

QUOTE (maggiemay @ Mar 18 2004, 11:35 AM)

If they think they may be away for a couple of days in the exam period, I end up having to delay the exam by another term just in case it clashes

I would really recommend Special Visits. I don't know how many people know about this, but just ordinary teachers can have a special visit at their house or a school, as long as you have at least 3 hours of examining.

Sounds like a lot, I know, but I got together with two other teachers to make sure and we now always do this. We worried about scraping together 3 hours between us and yet sometimes we have to go onto a second day! We have now had a special visit four times and would never change back. The great thing is - you choose the date!

As long as it is AFTER the end of the normal exam session (so therefore tends to be around or just after the end of term) you can pick a date! Also, forget about the normal closing date, you can enter any time during the term until 28 days before the exam. AND you fix the timetable yourself, so no problem about time of day!

Find out how to go about it on the ABRSM website. I find it best to enter online too. You don't have to enter them all at once, as long as it adds up to three hours by 28 days before the date, you're fine.

For example, my exams were today, Tues 14 December. I started entering in September but the last one was entered around November 14th. Between three teachers we had 26 pupils, mostly grade 1 and 2 but a couple of higher grades. We started at 9.30 and finished before 5 with ample breaks. It was at my house, so, as accompanist, I knew the piano. Some had school concerts this morning, so I put them in the afternoon. Some didn't want to miss school Christmas Dinner, no problem. Some had to share lifts - that was easy to arrange too.

Previously I've had piano candidates, so I've arranged for them to try the piano beforehand, likewise with someone who may be really nervous, you can arrange for them to have a lesson at the venue, which really helps - they can then visualise the exam easily.

Can't think of any downside to it really!

Sorry ABRSM if everyone starts asking for Special Visits!

QUOTE (ziamarie @ Dec 14 2004, 08:33 PM)

I would really recommend Special Visits.

thats what my school is doing in Feb/March. im doing my woodwind exams in school on a special visit and my piano exam at my usual centre.

QUOTE (DomRUK @ Apr 9 2004, 02:59 PM)

but oh so easy for a computer to sort after a little time, with patience and intelligent work by a computer programmer/consultant (some flutists will almost [just in case re copyright] see a quote there…!).

lol... thanks for the giggle.

By a WHISKER, I voted for advance notice, because with enough notice most problems with the exam timing can probably be sorted (it would be just dreadful to get an exam date which was impossible or very difficult, or you needed to arrange a new accompanist for, and you only knew a short time in advance)

However my two "runners up" would have to be, convenient day, and convenient time. Actually I sent a letter with my entry asking very nicely for an AM exam, and explaining why, because otherwise I may have had to find a new accompanist and also a ride into town (my accompanist is a friend, and he drove me in - I don't have a car at the moment) which would have been a total nightmare... and fortunately the board honoured that - though I don't know if that was just luck, or that my letter was noticed and attended to. An option for AM/PM preference would be tremendously useful for people who teach after school hours, for parents taking exams and then having to pick the kids up from school, for anyone whose accompanist had limited availability or had transport issues.

It would seem that some sort of system of "best fit", and more options regarding when that best fit would be, would be terribly useful. The options seems to be quite limited and not terribly helpful on the entry form. I realise it's complex, but it would be so so helpful to not have to worry that your exam date or time was going to be impossible.

The whole special visit thing - definitely worthwhile if you are able to get people together... I think I'd be nervous of doing it the first time though!

QUOTE (violin-ann @ Sep 11 2004, 05:17 PM)

QUOTE (clarinetlover @ Aug 1 2004, 11:13 AM) QUOTE (Lisa B @ Mar 26 2004, 08:11 PM) ...the examiners need to be a little more friendly. In my experience, they don't move from their desks and barely speak other than to tell you what they want you to do.  <snip> The examiners from other exam boards are much friendlier - chatting to the student, helping out with chairs, stands etc and most importantly making them feel at ease so they can give their best performance. Hehehe... I would not be sure having a very friendly examiner is a good thing. Because the last VERY friendly examiner I had was a hard marker! Most of them are just normal, polite and that was alright. I got good marks even when I didn't think I played that well. But with the performance I was especially pleased with, I got just average marks. And the same happened to some of my students this year. Those who might have gotton a merit with the other more silent examiners only got a high pass with this super polite and friendly examiner.

It was always exam lore that the friendly examiners were the hard markers, and the taciturn ones were more generous. Sounds silly, but in almost all my AB exams this has held true. My last one, the guy wasn't unfriendly, but very very reserved. Besides what he HAD to say for scale requirements and the aural tests, all I got was "Thank you" at the end of pieces and then "When you're ready" when he'd finished his comments... you would have to hear the tone of voice too... lol. and yet his marks were fair-to-generous, and his comments were helpful and extremely encouraging!

That is because you workeed hard and got the results you deserved.

I had an exam recently and the piano they had was not very good, they usually have a bently Grand, I think it was, but this time they had a yamaha upright and it was awful, it was so loud and harsh, very difficult to play soft, also it wobbled when I was playing and the pedal was squeeky. So please make sure to have good facilities, particularly the piano.

Although I would like someone to give praise to my examiner , her name was Ingrid (something?) and she was examiner for up here in the highlands in Dingwall, I haven't recieved my results so she could be a really horrible marker, but I can say that she was terribly nice to me, she made me feel more at ease with a little chit chat without being too friendly, she was very smiley also, ever so nice, and even if I fail, she was very welcoming and made it at least a little less traumatising.

Freedom

Wouldn't it be a good idea if there could be a section on the forum for accompanists to register or put their details up for others to contact? They already do this at musicteachers.co.uk. That way teachers putting their pupils in for exams could find an accompanist in their area pretty quickly through the forum. The ABRSM wouldn't have the hassle and responsibility of training and preparing an accompanist for centres, as someone else suggested, it would just be down to individual forum members and accompanists to sort things out between them. Also, this way, the ABRSM would have no legal responsibility but at least be indirectly assisting those teachers who do have problems finding an accompanist in their area!
Just a thought.

Gae

It would be useful if there was somewhere on the on-line entry form to indicate the first available date a candidiate is able to take an exam. One of my students will be away in France for the first week of the exam session and it would be useful to be able to indicate that when entering candidates rather than have to ask for a different date when the examiners timetables have been organised.

I think the reason this has not already been implemented is the fear that less scrupulous candidates or their teachers will claim a first available date that is late just to try and have more time to prepare for the exam, without a valid reason. Not sure how you'd get round that except perhaps provoding proof of the student's holiday plans??

Yes I know but a school trip rarely lasts more than a week anyway so a teacher claiming students can't take an exam for 3 1/2 weeks of the exam session is obviously telling porkies!!

QUOTE

Yes I know but a school trip rarely lasts more than a week anyway so a teacher claiming students can't take an exam for 3 1/2 weeks of the exam session is obviously telling porkies!!

and no doubt panicking too!

M

You can send in a note when you make the entry of any dates the student is not available. I have done this this term with a student doing GCSEs. Much easier for the Board to take it into consideration when they receive the application than when the dates have been sent out. They don't guarantee anything, but I've had no trouble getting the dates I wanted in the past. I usually offer an alternative centre, as our local centre is quite small and often only runs a few days of exams in the Autumn and Spring sessions.

I would like it to made possible if entering pupils at different venues via online entry ( parents like the choice of attending two exam centres near me,depending on where they live ) for the teacher to be able to submit this using one entry form only. I have to go through the process twice,thus paying twice,and it's rather time consuming.

Thankyou.