It's somewhat useful in the early years, as teachers can choose the level that is appropriate for each candidate, but hardly fair as you get to the upper levels. There are pieces from the grade 2 syllabus that are harder than the gr. 4 - and they are from the same book - that's just plain irritating.
It's somewhat useful in the early years, as teachers can choose the level that is appropriate for each candidate, but hardly fair as you get to the upper levels. There are pieces from the grade 2 syllabus that are harder than the gr. 4 - and they are from the same book - that's just plain irritating.
I agree that the levels are puzzling. Granted, everyone has their strengths and weaknesses.
The ABRSM book has a very different selection. Has anyone ever made a comparison? Also, I notice that there does not seem to be a memory requirement in that Syllabus, nor in the Trinity College Syllabus. I'll send everyone a copy of these Syllabi in their emails.
I agree that the levels are puzzling. Granted, everyone has their strengths and weaknesses.
The ABRSM book has a very different selection. Has anyone ever made a comparison? Also, I notice that there does not seem to be a memory requirement in that Syllabus, nor in the Trinity College Syllabus. I'll send everyone a copy of these Syllabi in their emails.
In June 2019, two of my students got very harsh marks, even though the written comments praised the students' playing. These are kids who work hard and play very musically. When there is such a big disconnect between the comments and the marks, I believe that the RCM should flag the exam results for re-consideration. At the very least, they should instruct their examiners on how to mark fairly. An example: the examiner's remarks showed that the piece was accurately and musically played, but then she still took 4 marks off.
In June 2019, two of my students got very harsh marks, even though the written comments praised the students' playing. These are kids who work hard and play very musically. When there is such a big disconnect between the comments and the marks, I believe that the RCM should flag the exam results for re-consideration. At the very least, they should instruct their examiners on how to mark fairly. An example: the examiner's remarks showed that the piece was accurately and musically played, but then she still took 4 marks off.
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