This afternoon a new experience for me: “assessing” the student of another teacher (whom I do not know) to give my opinion as to whether the child is ready to take her Grade 2 this summer. The mother of the child (who is 11) contacted me last week, and I was interested to learn that the other teacher has declared that the child can only take the exam if she can be guaranteed to pass with at least a Merit, or, better still, a Distinction. This revelation interested me, and set me thinking: is this whole exam rigmarole about encouraging our students, or bigging up Teacher’s ego?
I’m fairly new to the exam game: I’ve been teaching for less than five years, and since nearly all of my students came to me as complete beginners, exam taking is a relatively recent endeavour. Interestingly, most children are keen to take a piano exam. In these days of “dumbing down” in our schools, particularly in state schools, where Sports Day is no longer about winning the egg-and-spoon race, and where “everyone’s a winner”, it is cheering to find that children have not lost their competitive spirit, and many of them actively rise to the challenge of taking a music exam. There is no obligation to take exams in my studio: it is entirely up to the student, but I think the children like having some concrete indication of their progress and achievement, and a smart ABRSM certificate, complete with its royal crest, is worth 100 Well Done stickers in the practice notebook.
In my (limited) experience, it takes about two-and-a-half terms’ study (approx. 30 weeks of lessons) of the exam syllabus for a student to be ready to take an exam (early grades). Some children, the quick learners, and the really talented ones, can happily whizz through the repertoire and technical work and can be ready in less time. When I was learning piano as a child, I took an exam once a year, and as soon as I’d completed one exam, instead of spending time working on “step up” repertoire, I would move straight on to the next grade’s syllabus. Thus, exams became a chore and I felt tethered to a deathly dull treadmill.
And here’s the real nub of it, to me: boredom is a great enemy to successful learning – and it was this point that made me agree to hear the child this afternoon. If she does not take her Grade 2 exam this summer, she will have to wait for the winter exam season (November-December), a further six months, and plenty of time for her to grow bored with the pieces. Boredom can encourage sloppy, mistake-laden playing. When you’re bored with a piece, you stop caring about it, and when you play it, you simply go through the motions, typing the notes, instead of playing musically. Mistakes which creep in at this stage can be then incredibly hard to unpick. Equally, any sense of the music can be lost, as one churns through the same bars over and over again.
Of course students want to do well in their exams, and of course I want them to do well. And I admit I was pretty damn chuffed when, last year, one of my adult students, who was extremely nervous on The Day, passed her Grade 1 with a very creditable Merit. However, exam successes are not for the glory of the teacher – that is only a tiny part of it. To me, it is more about encouraging talent and giving students the motivation, and interest, to continue with their study.
A pass, whether a straight pass, a Merit, or a Distinction, is a huge achievement. It is not easy to take a music exam. It is you and the instrument, playing in a strange place, to someone you have never met before. That is nerve-wracking in itself, nevermind remembering to complete all the required technical work correctly, play the pieces accurately and musically, cope with the sight-reading exercise (the bugbear of many a young musician!) and complete the aural tests. So, please, let’s celebrate our students’ achievements, both large and small, and ensure that at the basis of our teaching is encouraging a love of the instrument, and its wonderful and varied literature.