Over the years, I have prepared many pupils for their examinations with the ABRSM (The Associated Board of the Royal Schools of Music). The Board is based in London and provides 650,000 examinations a year in music at centres in 93 countries around the world.

 

Most of the children I teach choose to work through their ABRSM grades – although it is by no means compulsory. Some adult learners also choose to take exams: even the ones who start piano lessons “just for pleasure” often decide that examinations are one of the best indicators of their progress.

 

Some pupils or parents ask how long it will be before they’re ready to sit their grade 1 exam. Piano learners vary so much in the speed at which they learn so it’s impossible to answer this in terms of months or years. Some progress very quickly during the first few weeks and then slow down as the pieces become more difficult. Others struggle to start with and then race ahead as they suddenly start to make sense of the written music. Rather than predict a time-scale for starting on exams, I wait until my students have worked through the first course book and most of the second and it is at this point that I feel they’re ready. Before starting on exam preparation, I make a point of discussing exactly what this will entail with the student (and – where relevant – the parent).

• An ABRSM exam consists of 4 elements:

 

1) Three Pieces of Music:  Each from a different musical period – e.g. one from the Baroque era (by composers such as Bach or Handel), one Classical (e.g. Mozart, Haydn or Beethoven) and one either Romantic (e.g. Tchaikovsky or Schumann) or something written in the last 50-100 years (these are quite often jazz pieces). The pieces are chosen from a book published by the ABRSM (the syllabus changes every two years) – with a choice of three pieces from each musical period. There are also alternative pieces offered – for anyone who doesn’t mind the extra expense of buying more books. Some choose to purchase an exam book containing an accompanying CD, which has professional renditions of all the pieces. Students often find this helpful – particularly if they are struggling with a tricky rhythm, as they can practise .

playing along in time to the CD. Alternatively, the pieces can be downloaded from the ABRSM website. The pieces are worth 30 marks each in the exam.

 

2) Scales: Some students find scales very difficult and struggle to remember which sharps or flats to play or have difficulties with the fingering. However, those who practise them regularly (preferably before playing their pieces) soon find they can be enjoyable – and a good way to warm up the fingers. I introduce scales (including broken chords and arpeggios) at an early stage so that by the time my students are ready to start working on their pieces, they have already mastered most – if not all – of the scales for the relevant grade. Scales are worth 21 marks in the exam.

 

3) Sight-Reading: Piano exam candidates are faced with a small, unfamiliar piece of music (for grade 1 this is only one line) and asked to play it (after 30 seconds preparation time). Some find this a bit daunting at first but we work on the techniques required in the lesson and – by the time the exam comes around – my students are more confident in their ability to work out notes and rhythms or follow other musical directions without help. Sight-reading is a crucial skill for any pianist and I encourage all my students to develop this ability, regardless of whether or not they choose to take exams. Sight-reading is worth 21 marks in the exam

4) Aural Tests: The nature of these tests varies a little with each grade. In grade 1, there are four tests. The first requires the candidate to clap in time to the music and say how many beats in the bar, the second is a singing test in which notes are played on the piano for the student to sing back, the third is about identifying a change in a short musical phrase and the last requires the candidate to describe the dynamics in a piece played by the examiner. Later grades include sight-singing tests. Of course, those who find singing easy have a distinct advantage here and don’t really have to work hard at this. However, many of my students struggle with the aural tests (as I always did) – but generally make significant improvements with practice. Aural tests are worth 18 marks in the exam.

In addition to practical piano exams, I also prepare students for their ABRSM grade 5 Theory. The ABRSM will only allow students to takes their grade 6 practical exam if they have this qualification. (There are alternatives to the theory exam this but I have never explored them). Some may complain about having to sit a written theory exam (which can feel a bit like school work) – but most find that the knowledge they acquire helps their overall understanding of music – which – although they may not be aware of it – will also improve their piano-playing ability.

Although I discuss aspects of theory at an early stage, I generally choose not to put my students through formal theory lessons or exams before grade 5.

However, some really enjoy the theory aspect and I'm always happy to help those who ask to sit lower grade theory exams.

I also help pupils who are working on specific pieces for forthcoming performances, music competitions or school examinations including GCSE and A Level Music.

 

Of course, learning to play the piano is not just about entering competitions or passing exams. Although I would generally recommend that my students take their exam grades – there are plenty of other ways to improve piano-playing and general musicianship. Over the years I have taught pupils who have a preference for a certain type of music – whether it’s pieces by one particular classical composer, or pop hits of a certain decade or folk tunes or jazz pieces.

 

There is more than one route to learning to play the piano and I like to work with my students to ensure they have a positive experience and enjoy both their piano lessons and their practice.

 

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