The point i am trying to make is, depending on how you view the difficulty level of the DipABRSM reflects on the pieces you choose. Because you mentioned it was easy to pass.


Anyway, speaking of Distinction, as a whole you would have chosen a programme based on each of the 4 different periods most likely, that already completes the different stylistic and technical and musical aspect. In terms of tempo, rhythm etc are all there.
So the variety and balance is already there.

The board, states that you have to choose pieces that you are able to manage well. Despite ‘chickening out’ and choose more manageable pieces, you play your programme spot on musically, they wont deny you that Distinction. How can they deny you that Distinction? Even comparing with another who plays a more technically colorful Ravel or more profound Beethoven spot on too. They too will get a distinction. You may check this out with, i dont know , your teacher or colleagues.

Yup i agree.

twenty thumbs up Great work Dreamaurora! Congratulations to you and your student!


I would have to add that DipABRSM Performance is also not too hard but not easy to pass either.

The level of difficulty of the performance is really dependant on the Difficulty of pieces you choose to perform for the exam. There are 50+ pieces to choose from to fit into your programme of about 30mins± .

The teacher and student might choose all manageable pieces and pass the exam fairly well. Even in Graded exams, there are different level of difficulties of pieces to choose from. If the teacher or student are not experimental, they might pick all the easier choices to get that Distinction.

If the teacher and student choose to pick a tougher sonata as compared to a simpler one, or a more technical piece for the exam, then DipABRSM performance would be difficult to pass.

So it is very subjective too.

Yes i agree LRSMTeaching is on a whole different level. I feel that for the LRSM Performance too. I feel the worst part about performance is making sure your nerves dont get the best of you.

I agree on huaywenandkenneth especially about fresh Grade 8s teaching Grade 8s, as well as, fresh Dip holders teaching Diploma immediately. To me I think they would be lacking for the student.


Also, a teacher who has only done Performance diplomas/degrees and decide to teach immediately, there are plenty of pedagogy books out there to resource and get that start that you need. There are of course fresh graduates who have that natural inborn talent and ability to already know how to communicate their ideas and teach.

Dreamaurora:

sacredmusicals:

Dream, you mentioned that teaching diplomas are harder to prepare. What are your reasons for saying so? I was considering to try a dip many years ago. Many teachers whom I spoke to think Dipab teaching easier to attempt because much less practice needed. Also, Congratulations on your recent grade 8 results! Fantastic work you have accomplished with young learners. How about your diploma student? Have you gotten her result?

I think unfortunately some teachers believe that since DipABRSM Teaching's main Viva Voce component only needs to prepare 3 grade 6 pieces, it is easier to prepare than DipABRSM Performance and thus recommend their outgoing grade 8 students to prepare for it. And also to prepare a student for DipABRSM Peformance requires the teacher to be very well-versed in advanced piano music post grade-8 and to have competent performing skill, so preparing 3 grade 6 pieces seem to be more within most teachers' comfort zone.

In the exam, you will be required to be able to perform and demonstrate these grade 6 pieces to a distinction level. You will also be expected to be able to start from any points in the music and explain aspects of technique related to the pieces and how to teach them to student. You will also be expected to read through teaching references and be able to support your arguments in an essay form. So really, the amount of work required is actually quite a lot once all added up. And not to mention the Quick Study will need to be performed to even higher standard than the DipABRSM Performance. So please for those who are considering DipABRSM Teaching, don't think of this as an 'easier' Diploma; the failure rate for DipABRSM and LRSM Teaching is even higher than the Performance Diplomas according to ABRSM's staff.

Thank you for your compliment. It has been an amazing journey with these children and I am glad they finished strong for their grade 8s. Credit has to shared equally among them for the great discipline they have demonstrated and their parents' assistance. I am just a guide in their musical journeys. For my Diploma student, she took the exam in late July, the earliest the result will arrive is normally 2 months from the exam date, so hopefully by early next month I will know how she do. She should be fine, she had positive experience for her exam.

I think both DipABRSM Teaching and Performance are difficult. However I have already 2 friends who could not pass their DipABRSM Performance for a few times and switched to DipABRSM Teaching. One passed with a Distinction in Dip Teaching after a year of preparation.

As I have been told, DipABRSM Teaching also takes a shorter time for preparation, but the Viva Voce can be intense. Also from my resource, there was a person who wanted to switch her line of work to teaching piano, all she did was memorise what her teacher taught her and work fairly hard on her pieces. Read up a lot, her Viva Voce didnt go so well. She managed to pass the Dip Teaching within a short time. So that is my personal second hand experience from what I was told about DipABRSM Teaching.

The Viva Voce for DipPerformance is quite manageable, but the Licientiate Performance requires a lot more knowledge.

Hope that helps.

Maple Oak:

Thanks to crm and dreamaurora for being able to speak their minds and converse with honesty and civility over some potentially touchy subjects. I'm glad to see that.

Can I add that, yes, I think speed of progress and getting good grades in exams/competitions, do matter, and do have a role in helping us gauge teacher quality/cost... it is an incomplete metric in discussing about music, and musicianship.

In fact, in a hyper competitive atmosphere where getting that distinction or first prize is all that matters, qualifications qualifications qualifications, very often, music is the first thing to suffer.

Teacher cost will always hover around the 40-80 - 120 ++ mark depending on how \"elite\" the teacher is, but I think the more important questions will still be:
1) Is my child growing in his/her appreciation and understanding of music?
2) Is the teacher-student interaction resulting in a growing of my child's character?
3) On a gut level, is the teacher someone I (as a parent) can trust?

Hello all! I am going to write from my perspective as a teacher. You may agree or disagree and that would be just fine.

Sorry I started reading from page 357, it has been a year since I contributed - So I will be going a little off topic for a moment. Firstly I completely agree with Maple Oak's statement. I re-quoted it so parents may be reminded again of these very important points that Maple stated.

As a teacher, it can be challenging to keep a very good record all the time because you have students of varying character, interest and available time to practice. Most of the time, I feel stressed out to get results from the students because that ultimately reflects on my method of pedagogy.

The first thing most parents who do not know you might ask for your track record. Having students getting Distinction results are really a plus and the most convincing way to show to parents that you are qualified. But like many others who have shared, it is also important to get a qualified teacher who is able to enhance the child's interest without killing it - just to get results.

I said in the past too, Distinctions can be easily achieved but that doesnt make you a great musician still unless you have explored many other more pieces. You can drill the same pieces again and again, drill on scales and get that Distinction. But that is still a great step!

There are many teachers too that get that paper cert quickly but dont have the musical quality. As well students.

I also believe that for teacher to teach higher grades like Grade 6-8 onwards, they should be past Grade 8 standard of playing. At least learning Diploma standard pieces or Diploma standard, and hiring a great teacher for themselves. This is because - the musical quality of their own students would be better. (or Classically correct)

Sept 2015 I have 3 Grade 8 students. 3 all very musical and interested. Unfortunately the most talented one gotten only a PASS because he was very busy with school. He had only practice time with me one hour a week till the exam day. It is such a pity. Gladly , the other 2 passed with Distinctions because they had to perform in school as well.

I dont know if that Grade 8 who only have a Pass would be a bad reflection of me. He loves music a lot and is still continuing lessons to explore every genre in Classical Music.

Actually I was a little upset when he gotten that PASS results and so did my student. When I get the Merits from students, I wanted them to get Distinctions. I start to wonder if the results are for me or for them? They love music now. They hated music before. Why am I dissatisfied? I am a teacher, I should be happy that my students appreciate music even if they did not get that Distinction.

Distinctions results also involves - being pretty good in 1)Pieces 2)Scales 3) Sight Reading 4)Aural


Well thanks for reading till the end.

ps: sorry i may not be able to reply as I am busy

Pirate,


i think it is wonderful that you help your child by invoking imagination into the pieces that he/she is playing. It really helps very much. I hope more parents would do that.

Most of my students’ parents do not play the piano but their child can still score decently in their performances due to very good imagery which helps with the expression department. So good point.

Usually i never ask any of my students to buy the model answers. Thats about another 5$ on answers the teacher can easily mark within minutes.


Unless its grade 6-8 syllabus, which is more complicated and has more than one answers to some questions.

I play it safe, i would start on past year Papers now already. Even if syllabus is completed or almost completed.

you're most welcome, Gifts from Heaven.

Sorry suddenly i just realised you were asking if there is only ONE date in Oct. Yes there is only ONE exam date. If a school exam, falls on the same date same time, you may write in to the exam office email, scan a proof copy of the school’s exam date and request for a re entry the following session.