I am going to take the Dip teaching next tuesday. Do i need to know about the Piano Jazz exam? Will the examiners ask me about the jazz exam and the practical musicianship???? I am confused! Matthew

I don't really know the answer to this but I would suggest that, if no one who knows more than me arrives in the mean time, it might be worth just reading through the syllabuses (should only take about 10 minutes each) then you're familiar with what each one is. That way if you are asked about it you'll be able to answer questions and don't need to worry about it. They may well (complete guess!) ask you about your approach to theory teaching so it may be useful to show them that you're aware of the alternative avenues that people can take (of course don't confuse the need to understand basic theory for everyone with the need to pass grade 5 theory, or do an alternative, to do grade 6).

Good luck in your exam .

Hi

Sorry, dont know the answer to your question but GOOD LUCK Please share your exam experience afterwards, I am taking the teaching Dip myself in Dec!!

Hi Idiotmatthew (although I'm sure you're not an idiot, as your name suggests!)

I took my teaching diploma last December and they didn't ask me anything about the Jazz syllabus or practical musicianship. However, I agree with AnotherPianist - if they do ask, as long as you show you are aware of them, that should be fine.

Good luck!

Mrs M

Thanks for all the suggestions! Mrs M, can you give me any suggestions on anything about the teaching diploma? Anything that i should be aware of? In addition, i have got some other questions. Please share your experience!

1. Do i need to play/perform the grade 6 scales and arpeggios fluently??
2. Will the examiners ask me about other exam pieces from grade 6 and lower grades besides those chosen 3 pieces from grade 6?
3. How many books did you bring with you into the examination room??
4. Do i need to be able to perform ALL of the repretoires fluently that i got with me into the exam room? As the syllabus says that candidates need to be able to demonstrate to the examiners! I am confused!!!
5. Do i need to know about the background of the composers from my three grade 6 chosen pieces? Do i need to know about the background of the pieces?
6. What happens if i do not have the books that the examiners want? eg. If i say "I have got this XXX tutor book with me today. The pace in this book is excellent....... However, YYY tutor book is also great. But i haven't got it with me today" I know that there are lots of good books in the book shops, but i cannot possibly get them all!! I would also like to draw them into discussion, is it ok for me to say that without actually showing the book to the examiners?

Any further advice and suggestions wil be very useful! Thanks a lot!

Matthew

Hi IdiotMatthew,

Phew! Lots of good questions there; I'll try to answer them all as best I can. Here we go:

1. Regarding being able to play Grade 6 scales fluently: I didn't practise any scales in preparation for my teaching diploma exam, as it's not a requirement. I just practised my three pieces. However, I assume the examiners expect you to already know them as the DipABRSM qualifies you to teach up to and including Grade 6. I doubt they'd ask you to play a whole scale but may well ask you to play a section of one, to demonstrate how you might teach elements of scale technique (eg. preparation of thumb under or 3rd / 4th finger over) to a student. Indeed, they did ask me to do this but I was able to choose the scale (I chose C major). What they are looking for is how you would teach the technique they ask for.

2. The examiner might ask you about other Grade 6 pieces or pieces from the lower Grades, but I doubt they would be as detailed as the questions you get for the pieces you have prepared. It would be wise, however, to be familiar with what sort of level and repertoire is expected at each Grade, though. I actually went out and bought all the pieces for all the Grades and had a quick play through beforehand!

3. How many books did I bring into the exam room? Well... think of a laundry basket, and I filled it!!! I just wanted to show the examiners the different types of material I use in lessons. The books I brought in included different beginners' tutors, different technique books, beginners' repertoire, repertoire for an older beginner, general repertoire pitched at each level / Grade standard, duet books, flashcards, percussion instruments (hand bells, egg shakers), theory books and games. I think I even brought my metronome with me... I wanted to show I was a creative and flexible teacher, who could adapt to any student's needs. This was certainly noted positively in my mark sheet! Whatever you do, don't forget your Grade 6 pieces that you have to play!

4. This sort of ties in with Q.3. No, you don't have to play everything fluently that you bring in to the exam room with you (apart from your chosen Grade 6 pieces). But! The examiner could well ask you something like "What piece would you chose for a 10-year-old, Grade 2 standard student who needs to improve his/her right hand cantabile tone?" And it would be great for you to whip out a little piece and say "This one by Mozart!" and be ready to play a section of it if asked.

5. Background of your chosen Grade 6 pieces: It would certainly be very useful to read up about your pieces and the composers. I had an interesting question that I wasn't expecting, but luckily I more or less knew the answer to: Q"In the opening of this Mozart 'Andante', what is the symbolism behind the thirds in the RH?" And I thought "eeek!" but it turned out they represented material from Mozart's vocal music, eg operas, I think.

6. Tutor books: Yes, I think what you said in your question would be absolutely fine. You need to show a working knowledge of the books you use in lessons. It's also fine to mention ones that aren't successful - as long as you say why! Either way, you should be prepared to say why something is successful as a tutor book or not.


The main point I should stress is just to prepare in every way you can think of. Read up on the composers, the background of the pieces, what tutor books exist for students, how you might cope with adult learners (even if you don't have any!). You have to show you are well read and have a working knowledge of music theory, application of techniques, how you'd deal with a difficult student who doesn't practise, how you go about inspiring the students and making the lessons fun, interesting, and varied... and do as much sightreading practice as you can in preparation as the quick study is not easy! Also, the examiner will also probably ask you about your written submission and draw elements of it into the practical demonstration.

As long as you are super-prepared (try a mock exam if you can) I am sure you will be alright. However, I thought I was over-prepared (as did my piano teacher/coach) and my sightreading has always been excellent, but I only just scraped through. As you are probably aware, the standard for the DipABRSM is very high indeed!

I wish you all the very best of luck. Let me know if there is anything else I can help out with!

Mrs M

Ooopps.... I have just realised, IdiotMatthew, that you are taking your exam today!!!!!

I'm really sorry I replied to your list of questions so late. I really hope today has gone / goes well - I'm thinking of you!!! Let us know how it went.

All the best

Mrs M

Hi Mrs M

"how you'd deal with a difficult student who doesn't practise, how you go about inspiring the students and making the lessons fun, interesting, and varied"

Do you mind me asking, were you asked these questions in your exam and if so, how did you answer?

Sorry to hijack your post idiotmatthew Your exam is today, I'm looking forward to hearing a very detailed account GOOD LUCK

Yamaha

Hi Yamaha,

Now let me think... I know the second part of the question (about making lessons inspiring and varied etc) was asked and that was easy to answer - I explained I used lots of games with younger students (eg. clapping games, octave jumping games, echo games on the piano) and with older students I did lots of duets, and also some clapping rhythm duets. I also explained I often ask students how they think they played a particular piece, and I get them to explain how they could improve it. I also explained that I like to think of myself as a flexible kind of teacher, able to adapt myself and my teaching ideas to students of differing needs.

About getting difficult students to practise... this is a much harder question and I don't think I was asked this, but I'm sure the examiner could have asked it. If asked, I would have probably mentioned that I give out stars for good work at home (and in the lesson), and ultimately, if a student isn't practising as he/she should even after I've explained to them the importance of practising etc, etc, I would have a word with their parents! When it comes to practising for exams, there are a few interim deadlines I set with the student - eg. the pieces must be at least hands together by the closing date, and I also do a mock exam with them a couple of weeks before the actual exam date, which help the student to focus on what exactly needs the most work.

Hope this helps!

Best wishes

Mrs M