Sounds good! You're welcome

Hi


Correct me if i am wrong, but i think different schools have different requirements for MEP. Some of my students who previously applied for MEP need to have minimum G5 both in theory and practical and for another school, students have to go through an audition, where they are assessed on their performance skills.

I have gone through the MEP route myself. Sitting for it as an exam subject, defnitely requires much preparation and effort. We have to analyse set works eg. symphonic works, quartets, etc. and to write essays on them. Also tested on musical history, aural perception, harmony, etc.

At the end of the day, as shared earlier, don't sit for an exam just for its own sake

phankao:

Faun:

My question is, what's the point of finishing grade8 before they reach Sec Sch? Is it because they have less time and more distraction then. Or is it because of this MEP thing which I still haven't get to learn about. I wonder if it's good to escalate their piano learning as they may not have the maturity to express the pieces well. Wouldn't the kids do better for higher grade when they are older.

Can't get her to quit band as she finds the experience of the camaraderie there invaluable.

Why ask her to quit band? It's good experience and training.

Finishing gr 8 before sec sch is advantageous simply bc the kids are so busy with projects and assignments in sec school ! Nothing to do with MEP - the requirements to do MEP is very low. Only like gr 3 !!!.

MEP brochure (by MOE):
http://www.moe.gov.sg/education/programmes/elective-programmes/files/music-elective-programme.pdf

Of course if your child is not able to do gr 8 by pri 5, then why bother to try and rush it, right?

ilovepiano,


My dd has just finished grade6. the actual plan was for her to do grade8 when she's in p6 but that's the year she has to be very involve in SYF band competition and also there's PSLE. I feel very stressed by this idea.

[i]Feeling stressed about it doesn't sound very ideal. Firstly, how does your dd feel about this? It's important to take into consideration her feelings cos' ultimately, she'll be the one sitting for the exam. Does she look to you for advice or is she the independent sort that can make decisions on her own and stick to it? Is she the sort that will commit once she says 'yes'?

Secondly, I will think about the preparation viz her standards. Will her teacher be able to prep her securely for the G8 exam in time? Even more importantly, will she be able to grasp the skills/technique, etc. needed firmly?

Thirdly, can your dd cope with multiple stresses?Some students thrive on productive stresses, while others don't.

Fourthly, does she have sufficient time to revise and practice what has been taught esp when she gets to P6? Don't forget G8 is also just as an important exam as PSLE.

In summary, I firmly believe that students must be fully prepared before they go for any exams, both mentally and physically. Each student is different, not just in terms of their strengths/weaknesses, but it's also very important to take into consideration their interests, school and any outside commitments. Exams should not be seen as the be-all-end-all. It's a platform to affirm their practical/theoretical standards. My advice to parents have always been: go for it when you are ready. No point rushing.

My question is, what's the point of finishing grade8 before they reach Sec Sch? Is it because they have less time and more distraction then. Or is it because of this MEP thing which I still haven't get to learn about. I wonder if it's good to escalate their piano learning as they may not have the maturity to express the pieces well. Wouldn't the kids do better for higher grade when they are older.

Take it at the pace of the student, and don't artifically hasten the process, unless, of course, if the student displays exceptional aptitude otherwise. Absolutely agree with you on the point on emotional maturity. Musical sensitivities is important if one wants to do well for higher grades. Some students that i have, possess these qualities, even though they are rather young tho' in general, such display of emotional sensitivities come with age and over time.

Hope this helps. These are just some of my personal opinions.[/i]

Can't get her to quit band as she finds the experience of the camaraderie there invaluable.

I've discussed this with her teacher and other parents, just want to hear your opinion and advise.

Thanks![/quote]

All over Singapore Mostly in music schools tho' some do take it at community clubs and young musician's society which has designated studios for exams.

Logistically, one can do both Practical AND theory within the same month if they opt for the earlier exam sessions (see below for more details) but many of my students choose not to go for this option as they get very stressed up sitting for 2 exams back to back.


ABRSM EXAM SESSIONS
There are two sessions for PRACTICAL exams every year: Feb/Mar; Jul-Sept
and two sessions for THEORY exams: Mar and Oct/Nov

The dates for theory exams, including time are pre-stipulated. Upon registration, the dates would already be known. What remains unknown will be the exam venues.

Having shared, I personally think a lot depends on the readiness of your child (eg. how well he copes with exams, his familiarity with the syllabus, any other major school commitments during the period, etc.). Ideally, the two should be taken not too far apart as theoretical and practical knowledge are complementary.

Hope this helps.

smile:

Hi,

Could you share with me, which is to take first for exam grade 1 : Practical or Theory exam ?

Thanks

Have replied :lol:

Hi


Afraid I don't do home visits

Have PM you

Sorry to hear that. In fact, I've received quite a number of feedback from numerous parents about the frequent change of teachers in music schools. It can be quite disruptive for the student's progress. They have to learn to adapt to the different styles of the teacher, and the replacement teacher often have to pick up from where the previous teacher left of and also need time to grasp the child's learning style.


The ABRSM exam pieces come with CDs attached. For parents who aren't music-literate, the CD is a useful tool for you to gauge if your child performing at the exam standard. Basic things you can look out for include fluency, timing and simple dynamics contrasts. Of course, the finer musical subtleties, you have to leave it to the piano teacher to teach your child - otherwise, why bother having a teacher, yah?

As for the scales, at the beginning of the page, ABRSM lists down very clearly the proficiency standards required. You can take a look at them.

Lastly, as a teacher myself, i find it very helpful to involve the parents in the learning of my student. If the teacher isn't giving a lot of feedback on the child, perhaps, you can check with the teacher on how your child is progressing? Maybe can also check with your child too what happens during the lesson itself - how does the teacher teach? Is he/she clear in her instructions? etc.

I have PM you further details about myself.

Don't give up - there are good piano teachers out there. Just need to find the right fit

pianojazzy:

hmmm, sounds like she needs more preparation. The marking scheme for gr 6-8 is different from gr 1-5, the requirements are definately higher.


Why not let her try again in Feb/Mar period to regain some confidence and get more exposure before trying the next grade?

I agree with PianoJazzy. It's important to have a proper foundation before moving on to G6 and above. The marking criteria for grades 6 and above are more stringent and the expectations is not just on basic notes fluency, but the students must also be able to convey the appropriate musicality/expression viz each of the pieces.

Take a closer look at the examiner's comments and you can have a sense of what are the things that requires further work. Do bring that along to the piano teacher.

I always ask transfer/recommended students to show me their past exam records during auditions as it's important to know where are their strengths and weaknesses. Discuss the results with the teacher. She should be able to share with you how she intends to further work on those areas of weakness.

Preferable to look for a teacher that is equipped with the necessary skills/training (Dip and above perhaps and proven track records) for G6 and above students.

Good luck!