Re: ABRMS (Associated Board of the Royal Schools of Music)


<edspyhill01@xxxxxxxxx> wrote in message
news:1177866895.196735.171610@xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
On Apr 29, 12:40 pm, "omnigui...@xxxxxxxxx" <omnigui...@xxxxxxxxx>
wrote:
The Royal exam is graded from 1 to 8 for both practical & theory. Sure
it is 'easy' enough in term of generalization depending on which grade
is in mind. But in general, this kind of exam is good for tracking
down student's progress, giving purposes in music/guitar learning,
building up their personal confidence, etc.
Otherwise, students will just play play play feeling better themselves
because they had never heard any good critics from good ears.

-=-=-=-=-=-=-=-=-=-=-
On Apr 29, 6:42 am, David Raleigh Arnold <d...@xxxxxxxxxxxxxx> wrotel:





But my beginning and my technical materials are *much* better, so much
so that their stuff is beneath contempt. daveA

--
Free download of technical exercises worth a lifetime of
practice:http://www.openguitar.com/dynamic.html::::You can play the
cards
you're dealt, or improve your hand with DGT. Very easy guitar
music, solos, duets, exercises, etc. draTrapVI...@xxxxxxxxxxxxxxx Hide
quoted text -

- Show quoted text -

I take the ABRSM exams in the US (Princeton, NJ). I'm taking Theory
Grade 1 this June and Classical Guitar Grade 3 in November.

As you can see from David's reply, the main reason many people teach
CG in America is to assuage their egos and underdeveloped
personalities, with passing consideration of serving the higher art of
music and the instrument of Classical Guitar.

My teacher was unsure of working with me to pursue the ABRSM grade
exams but he now is enthusiastic as he helps me prepare for exams,
plays through the list of pieces, helps with my decisions, and is
interested in my progress. I am a working adult and it is difficult
for teachers to break down scale and arpeggio studies into digestible
bites. They can assign the myriad of scale books but the task is huge
without a plan. The ABRSM helps us to tackle the fundamentals by
making specific scales and arpeggios "due" for exams. Students of any
age can feel they are acquiring knowledge and skills. In addition,
teachers tend to teach what they were taught, so ABRSM brings
different graded pieces to light.

The main thing for me is having 30 graded pieces from which to choose
3 - 5 pieces to add to my repertoire. I see many people playing
pieces beyond their technical capabilities, experiencing frustration
and doubts about their "talent".

I have a foldup soapbox for my ABRSM rants.

Ed S.


I think you are doing this right, Ed. By staying on level, you don't get
lost playing pieces for which you are not prepared (as I did). I require 16
pieces to be learned at each level (RCM series, or Stanley Yates superb
books, among others) with three memorized for an exam/recital. This usually
takes about 3 months per level with the theory component. I've written my
own theory/harmony text (available from Mel Bay in 2007) and use this for my
independent students (not associated with a college).

But every once in a while, if I have this gut feeling about a student, I
will suggest a piece a couple of levels up and see what happens. In other
words, you have to give those students who can distinguish themselves the
opportunity to do so. I don't tell the student that the piece is placed up
a level or two. About one in 30 students do this and 2 of 3 three of those
of my "gut feeling" students are successful. And even if the student can
move up a level or two, I still work through the skipped level(s), albeit at
a surface level.

I hear you about the systems inflexibility. I try to stick to the required
scales and such, but not every students needs what RCM dishes out. So there
are plenty of exceptions. Another problem is the arpeggio requirements. I
require significantly more work on harmonic arpeggios (what daveA would call
false arpeggios, a needless negative appellation) and melodic arpeggios
later. Also, there are no ensemble pieces included, a big problem if you
ask me. My students need to be accompanists, like the pianists in the
colleges where I teach.

We are a 1000 miles from RCM/ABRSM testing locations so I just test the
students myself. At some time, if the student desires, they can go take the
exams if they wish, but none ever do.

Keep posting your progress, Ed. I always read 'em. Sounds like you have an
open minded teacher. Good for you.
Larry McDonald


.

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