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2015:2

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The diploma path Exam entries 2015 Your questions answered Did you know?

What's inside

The diploma path

The ABRSM Music Performance Diplomas are a rewarding and well respected next step after

Grade 8 for talented and committed students looking for that next level of achievement. They are recognised worldwide as a gold standard for measuring performance and musical development at an advanced level and should never be regarded as a glorifi ed “Grade 9”! The DipABRSM is approximately equivalent to the fi rst year of a music degree, while there is also the more advanced LRSM, and the FRSM which carries status equivalent to a Masters qualifi cation.

A successful DipABRSM candidate will not only be technically competent but will also show musicianship, communication and stagecraft, supported by musical knowledge and understanding. The exam consists of three sections designed to give a rounded picture of the candidate as a musician – a Recital, a Viva Voce section including programme notes for the Recital, and a Quick Study (sight reading test). The whole examination lasts around one hour.

ABRSM Diplomas are taken by candidates all over New Zealand each year, and on a variety of instruments (including singing). Diploma examinations can be taken during Practical Sessions 1 and 3 (that is, mid-year or end-of-year) and usually though not always involve two examiners, one of whom may be a

Above: Zoe Stenhouse Burgess passed her DipABRSM with distinction in fl ute in 2014

For those successfully achieving either a DipABRSM or LRSM, it may interest you to know that the Auckland offi ce has available the full regalia for each of these, which you can hire for photos if you wish.

0800 MUSEXAM (687 392) | Text: 02 ABRSM 200 | offi ce@abrsm.org.nz | www.abrsm.org

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specialist in the instrument being examined. All diploma examinations are audio-recorded and sent back to London so that the fi nal mark is always agreed between several individuals and a moderation committee.

Diploma examiners receive special training at a high level and their examining manner and marking are closely and constantly monitored. These visiting examiners are often impressed with the high calibre of performing that they hear from Diploma candidates in New Zealand.

New Zealand’s Diploma candidates include all ages and stages, from intermediate school to senior citizens, though the majority are usually high school and university age students.

Syllabus information as well as diploma rules and regulations can be found online, and in the ABRSM Diploma Syllabus, available from the Auckland offi ce. Information can also be found on our website for each of the two other kinds of diploma offered by ABRSM – Instrumental/ Vocal Teaching and Music Direction. As with all exams it is the responsibility of the entrant to ensure that they have read and understood the rules properly.

Here are some practical tips for anyone sitting a diploma examination.

1. Read the syllabus carefullyBe sure to read the whole syllabus carefully in plenty of time in order to check and double check that all aspects such as repertoire choice fulfi l the criteria. Other factors to consider include programme length, consistency in repeats, rules around own-choice pieces and whether the performance offers a balanced programme of styles and techniques.

2. Make sure your paperwork is in order before you arriveOn the day you will need to bring the following:• two copies of your programme notes• a spare set of music for the examiner(s) • a signed declaration form (part of the application

form) to certify that the programme notes are your own work

This information is all contained in the ABRSM Diploma Syllabus on page 7. With such an important exam ahead, diploma students need to make sure all their paperwork is ready well in advance so they can concentrate fully on doing their best in the exam room.

3. Familiarise yourself with the exam locationMake sure you have your route planned to the examination venue and always allow for traffi c, especially at busy times of day. Being prepared will help keep you calm on the day and reduce unnecessary nerves. In some venues it is possible to book a rehearsal time in the examination room in the weeks before the exam – another way to help eliminate surprises on the day itself. It is particularly useful for pianists to try out the actual exam piano beforehand but other instrumentalists and singers will also benefi t from hearing the acoustic in the room and the balance with their accompanist.

4. Arrive in good time for your examYou should arrive at least 10 minutes before the start time of the exam. This is particularly important for diploma candidates because examiners like to receive the programme notes and a copy of the music in plenty of time to study them before the candidate enters the room.

Exam entries 2015

You can fi nd the application forms on our website at www.abrsm.org and we’re happy to accept scanned forms sent by email. If you are posting your

application form to us please make sure you allow a little longer these days in order not to miss the closing date, given the recent announcement by NZ Post that mail deliveries are to be further reduced.

Also, remember that you can track exam appointments and see candidates’ results as soon as they are available by using the ABRSM online services. A step by step guide to these new services was given in the last Coda magazine, or contact the Auckland offi ce for more information.

Dates for your diary 2015Session Closing dates Exams

Theory A 13 February 28 March

B 8 May 20 June

C 18 September 7 November

Practical 1 – main centres only* 13 March 11 May – 3 July

2 22 May 10 August – 18 September

3 – including Jazz & Diplomas 7 August 19 October – 4 December

* other centres by special arrangement

0800 MUSEXAM (687 392) | Text: 02 ABRSM 200 | offi ce@abrsm.org.nz | www.abrsm.org

Your questions answered

Now is a good time to take stock of the previous year’s exam experiences in order to be as refreshed and ready as possible to approach

the fi rst set of exams this year. With this in mind, here are some common questions from candidates and teachers which come up around exam time.

What can my student do to make the exam experience run as smoothly as possible on the day?First, you can help your student to be well prepared before the big day by ensuring they are familiar with the syllabus requirements for their particular grade (ie well versed with their pieces and scales, and aware of what to expect in the sight-reading and aural components of the exam). Underprepared candidates tend to be extra nervous in the waiting room and can cause the examiner’s timing to overrun for subsequent candidates if they take a long time on a particular section of the exam.

It also never hurts to double check back to the syllabus to make sure that the pieces offered are current and that the selection includes one each from the A, B and C lists (and D list for singers). Even the most experienced teachers can slip up, and discovering a preparation mistake of this kind in the waiting room can be very unnerving for the candidate about to sit an exam.

Please also note – we would prefer that all mobile phones are left in the waiting room, but if a candidate is carrying a mobile phone in their pocket, this must be switched off in the exam room.

Can I play piano pieces from the 2014 syllabus in 2015?Yes, so long as ALL your pieces are selected from the 2014 syllabus. The new 2015-16 syllabus comes into effect for the fi rst exam session of this year (May – July) but the 2013-14 syllabus is also still valid for the whole of 2015. Whichever syllabus you choose, you must choose all three pieces from that syllabus.

What time should I arrive at the examination centre?On the day, candidates should arrive in good time (no less than 10 minutes before the start time of the exam) and, in the case of instrumental candidates, should arrive warmed up and ready to play. (While we would love to provide a warm up piano and room in all our

venues, unfortunately this is not possible in all centres.)Accompanists should also be asked to arrive

10 minutes before the given start time. Young instrumentalists waiting till the last minute for their accompanist to run in the door can become quite anxious. In some cases where an accompanist is actually late for the exam, a student may have to change the order of their exam (ie start with scales rather than pieces as planned).Wherever possible, examiners will understand and be accommodating, but with a full list of candidates for the day they try to keep on time for the sake of the candidates following.

Can I listen outside the exam room?The answer is a defi nitive no. Only the student sitting the exam (and their accompanist or page turner where relevant) is allowed into the exam room during the exam. The rules also state that nobody must deliberately listen outside the exam room – sometimes of course it is impossible to avoid hearing some sounds from the waiting room (especially a relatively loud instrument such as the trumpet!), but this is different from actively trying to hear the exam. This rule is strictly enforced, and if the person listening refuses to move when asked by the steward then the matter will be referred to the London offi ce and may result in the candidate in question being disqualifi ed. While it can be incredibly tempting for some parents or teachers to want to hear how a student plays on the day, it is probably more reassuring for the student to know that they will not be listening! The candidate should be assured that inside the exam room, the only things of importance are how he/she performs in the exam situation, and what the examiner hears on that day inside the room with his or her specifi c training and precise knowledge of all the ABRSM marking criteria for that exam.

Heather GummerNational Coordinator | heather@abrsm.org.nz | (09) 480 1200 x2

Carla JohnstonAssistant Administrator | carla@abrsm.org.nz | (09) 480 1200 x1

Did you know…Another string to her bowRegular readers will be aware that the walls of ABRSM National Coordinator Heather Gummer’s offi ce are fi lling up with Grade 1 certifi cates as a result of Heather’s ongoing commitment to “walk the talk” by putting herself in the shoes of exam candidates everywhere. Heather has so far passed practical exams in piano, cello, viola, trombone, horn, oboe and harp. Her next exam will be Grade 1 clarinet which she plans to sit later this year so watch this space for the continuing saga…

Behind the scenes Heather has also been exploring another musical interest – the bagpipes! Heather started learning the bagpipes about 15 years ago, but was fi nding it diffi cult to keep up any regular practice without a goal to work towards. So last year she took the step of joining the Auckland Police Pipe Band, and has been loving the weekly rehearsals although she is yet to join them in a performance or competition. “I thought that a lifetime of learning music and playing in various groups would prepare me well for this experience, but the pipe band is a whole new world for me, with its own language and protocols, and extremely high standards! Everyone in the group has been so welcoming and

generous with their help and advice, and I can’t wait for the day that I’m able to join in properly.”

Marking criteriaPlease note that the most recently published syllabus booklets include a useful outline of the refreshed ABRSM marking criteria which have been in operation worldwide since January 2014. While both the marking standard and exam experience for the candidate remain unchanged, the new breakdown of the marking criteria, for example into fi ve specifi c assessment areas for pieces – Pitch, Time, Tone, Shape and Performance – brings greater clarity and consistency for teachers when preparing students for an exam.

Range of assessmentsABRSM is proud to offer a variety of assessments in addition to the popular Graded exams, so that there’s something available to suit most candidates. For example, for young candidates, the Prep Test is a very valuable

introduction to the whole experience of sitting a music exam, complete with constructive comments and a certifi cate, but without the pressure of a pass mark (or otherwise). And for more advanced students, perhaps adult learners, who may in some cases feel daunted by all the support tests and specifi c technical assessments required in a Grade examination, the Performance Assessment can serve as a useful learning goal and a certifi able measure of achievement. Please contact the Auckland offi ce if you would like to know more about any of the ABRSM’s additional assessment opportunities, which also include Ensembles and Practical Musicianship.

Above: Heather Gummer, National Coordinator, pictured on the left with the Auckland Police Pipe Band in their formal uniform (see below)photo courtesy of Senior Constable Karen Murphy