Tag Archives: music exam syllabus

How to Impress a Music Examiner

stravisnky

My top tips

Practise performing Perform your pieces several times for different people before the exam date. If you suffer from high level performance anxiety, get professional help. Know which repeats, if any, you will make in the exam.

Prepare all elements of the exam Confident aural, fluent sight reading and accurate scales are all ways of getting extra marks. Use internet resources to help you and to make learning more interesting, but be sure to choose only high quality websites.

Be ready on the day Arrive in good time, but not so early that you start to build up anxiety. Before you walk in the exam room, take your instrument out of its case (unless you are a pianist!) so you are ready to begin. Find your reading glasses if necessary!

Smile and be polite When you walk in, give the examiner a big smile – it will not make any difference to your mark but it will make you feel positive and confident. If the examiner asks you which part of the exam you would like to do first (or next), answer politely and say, ‘please’. If you have an accompanist, thank them for playing for you.

Know where to stand for the aural tests Stand side by side with the piano, facing ahead so that the examiner can see your face to talk to you and watch your hands when you clap.

Make a good sound Create a beautiful, positive tone when singing or playing. Record yourself before the exam, so you know how you really sound.

Be fluent Keep the continuity – if you make a mistake, pretend it didn’t happen and keep going in pieces, songs and sight reading.

Be accurate Accurate intonation is very important in singing and playing. Listen to whether you keep in tune with the accompanist and whether you stay in tune when unaccompanied. Making a slip or two on the day sounds very different from misreading notes or rhythms.

Be expressive Give the examiner reasons to award extra marks by using varied dynamics, articulation and also pace changes if appropriate. Show the phrasing of the music with crescendos and diminuendos. Have a clear idea of the mood or meaning of the music – is it cheerful or sad and does this show in the pace and musical detail? What do the words of your song mean and do you show this in your voice and face?

Be stylish Play or sing in keeping with the style of the music, according to when it was written and who was the composer – your teacher will help you with interpretation of style.  It’s easy to find videos of pieces and songs on the internet but do ask your teacher which are the best ones.

These ten tips are my own personal recommendations and do not necessarily represent the views of any examining board.

Sandy Holland is a music teacher, examiner and director of E-MusicMaestro: online music education resources.

Piano exam piece videos   https://www.youtube.com/user/EMusicMaestroChannel

Aural Test Training     http://e-musicmaestro.com/auraltests/

Advertisements

Leave a comment

Filed under Music education, Music exams

How to be a bad music teacher: ten terrible things to remember

Ten bad things to remember about music teaching … and ten good alternatives imgres

1/ Sit and listen to a piece all through, picking out the mistakes … or teach actively first – small sections, slowly

2/ Praise indiscriminately … or say what was good and what might be improved

3/ Just teach the notes first, then add on the details later … or insist, from the start, on correct fingering and articulation

4/ Count out tricky rhythms in jazzy pieces … or fit the tune to words, resulting in correct, memorable rhythms

5/ Don’t bother about tone production … or demonstrate and teach exactly how to create a beautiful sound

6/ Teach music reading by note naming (and write the notes in) … or teach by interval and pattern recognition

7/ Don’t let parents sit in on lessons … or invite parents to observe, so they understand how to support practice time

8/ Test sight reading and aural only just before an examination … or teach the concepts first, a little every lesson

9/ Don’t tell your students how to practise – they’ll work it out … or give specific advice and instruction

10/ Teach only how you were taught  … or keep up to date, with professional development courses, online resources and the best Youtube clips.

Try E-MusicMaestro resources:

Aural Test Training free at www.e-musicmaestro.com/auraltests

E-MusicMaestro Grades 1 – 5 ABRSM and Trinity piano exam piece videos with tips on interpretation and demonstration of good technique at http://www.youtube.com/user/EMusicMaestroChannel

4 Comments

Filed under Music education

The Grade Music Exam Syllabus: easy guide by E-MusicMaestro for parents and first-time candidates

© Copyright 2006 Corbis Corporation

The grade music exam syllabus is written principally for teachers who are preparing candidates for music exams. The terms therefore tend to be specialised and are not always clear to non-musician parents and first-time candidates. This guide is an attempt to explain, in non-technical terms in as far as possible, what is examined and how it is marked.

 

So first, some definitions …

Piecea piece of music or a song, of difficulty appropriate to the grade

Scales – technical exercises consisting of groups of notes, pitched step by step

Arpeggios – technical exercises made up of just the most ‘important’ notes of the scale

Sight reading – playing music not seen before, after a short time to prepare

Improvisation – making music up – a few notes are given and the candidate has to make up the next notes to produce a complete phrase of music

Technical exercise – a piece specially designed to require technical skills appropriate to a particular instrument or voice

Musical Knowledge questions – questions related to the pieces played, such as naming a note in the score or giving the meaning of a musical term

Aural tests – listening tests that show musical memory and perception

Examples:

  • notice changes in loud or quiet, fast or slow in a tune played by the examiner
  • sing back a short tune just played by the examiner
  • spot the difference when a tune is played with an altered note

Intonation – whether or not the notes are played or sung in tune (this obviously cannot apply to the piano or organ)

Musical detail – aspects such as loud and quiet playing, pace changes and playing the notes smoothly or not, using the pedal for pianists, as required by the style and character of the music.

Style – relates to the era when the music was composed and to the conventional way of interpreting music from that period in history.

Character – the mood of the music, created by a combination of many aspects, including the notes used in the tune and also the way the music is played.

 

 

Next, some information on the exam and the syllabus …

Examining boards

The major examining boards for graded music exams, operating worldwide but particularly in the UK, Hong Kong, Singapore and New Zealand are Trinity College London and ABRSM.

How long does a music exam take?Who takes music exams?

Grade music exams take between ten and thirty minutes, depending on the grade.

Who takes music exams? 

 There is no age limit – anyone is eligible to take a music exam.

© Copyright 2008 Corbis Corporation © Copyright 2005 Corbis Corporation

How is a music exam marked?

The examiner writes a report form during the actual exam. The report form summarises strengths and weaknesses in the way the music was performed. Examiners do not offer advice to the candidate about how to play or practise, nor do they advise teachers on the best way to teach. The report forms and certificates are then sent to the person who entered the candidate, usually the teacher.

What criteria are used?

The criteria for achieving a pass in a music exam are based on general musical elements and principles and therefore they are broadly similar for each examining board.

Because general criteria are used, examiners do not need to be experts in playing every instrument, but they do know how each instrument should sound when played well.

The criteria used by an examining board are freely available to the public, in the printed syllabus and on the website for each examining board.

Marks are awarded depending on to what extent the candidate’s performance matches up to the best standards of achievement possible in that exam.

Trinity exams have a maximum mark of 100: Pass 60, Merit 75, Distinction 87.

ABRSM exams carry a maximum mark of 150: Pass 100, Merit 120, Distinction 130.

Pieces carry more marks, relatively, than other skills in music exams. Each piece is marked separately, rather than a global mark being given for the overall standard of the three pieces.

Do all music exam boards examine the same things?

The major music exam boards ask for three pieces or songs but there are some differences between Trinity and ABRSM in the supporting tests.

 

Trinity grade music exams compared with ABRSM music exams

Trinity skills examined

Trinity Initial Grade – Grade 5

Three pieces / songs

Scales and arpeggios plus three technical exercises

Any two of these – Sight reading

Aural tests

Improvisation

Musical knowledge questions

Trinity Grades 6 – 8

Three pieces / songs

Scales and arpeggios plus three technical exercises

Sight reading

One of these – Improvisation

Aural tests

Trinity marking criteria

  • Notational Accuracy & Fluency (7 marks): getting the notes and rhythms right and playing without hesitations or stumbles
  • Technical Facility (7 marks): ability to create a good sound and to control the instrument or voice – aspects such as playing with varied articulation (eg legato and staccato) and pedalling for piano
  • Communication & Interpretation (8 marks): playing or singing in a manner that is and engaging for the listener and suitable for the style and character of the music

ABRSM Grades 1 – 8

ABRSM skills examined:

Three pieces / songs

Scales and arpeggios in selected keys for each grade (singers instead perform a traditional, unaccompanied song)

Sight reading

Aural tests

ABRSM marking criteria:

  • Pitch: correct notes for all instruments and voice, with correct intonation – ie playing or singing in tune
  • Time: correct rhythms, suitable speed / pace changes and fluent playing
  • Tone: consistently well controlled sound – clear and pleasant to listen to
  • Shape: musical detail eg gradual increase or decrease in loudness that goes with the musical phrases, or variations in loud and quiet
  • Performance: playing or singing in a manner that is and engaging for the listener and suitable for the style and character of the music

 

General advice for supporting tests

Scales and arpeggios should be:

  • accurate in notes and correctly pitched in intonation
  • fluent and rhythmical
  • musically played with a confident sound

Sight reading should be:

  • fluent and accurate
  • musically played, with appropriate detail
  • confident sounding

Aural tests should show:

  • accurate answers
  • perceptive listening
  • confident replies to questions

Improvisations should show:

  • appropriate development of the fragment of music given as a stimulus
  • fluency
  • confidence

 

How to do well in a music exam

The best advice is to prepare thoroughly in every aspect to be examined.

Pieces are, of course, the most enjoyable part of the exam preparation but those candidates who neglect to practise scales and arpeggios, who are not competent sight readers or who have not practised developing their aural skills or improvisation skills will lose marks.

 

Help with preparing for a grade music exam

Develop music aural skills with E-MusicMaestro Aural Test Training:

http://e-musicmaestro.com/auraltests

 

Video demonstration and advice – ABRSM grade exam piano pieces:

https://www.youtube.com/user/9pegasus9

 

Video demonstration – piano syllabus pieces, Trinity and ABRSM 2015-16,as from August 2014 

https://www.youtube.com/user/EMusicMaestroChannel

Practise ABRSM piano scales, grades 1 – 5 with Scalebox:

http://www.scalebox.co.uk

Pre-exam online video assessment – a new service from E-MusicMaestro, offering expert, specific advice as well as an assessment of your playing. All instruments and voice.

For details and booking: 

mail@e-musicmaestro.com

Please use email title, Performance Assessment.

4 Comments

Filed under Music performance