To Exam or Not

I wanted to share a few thoughts about piano exams.

I haven’t really pushed exams since I returned to teaching a few years ago. I have a
few students who do exams, and they do well because they are engaged with the
process.

Many years ago, exams were simply what everyone did. Students would prepare for
exam after exam each year, but this usually meant learning only a handful of exam
pieces, along with plenty of scales, arpeggios and technical work.

The current trend is to focus on repertoire so that students get a solid foundation at
each level before moving on in difficulty. This has the advantage of engaging students
with lots of pieces they enjoy and encouraging sightreading and thereby the skill of
reading music is solidified.

Having said that, I've been reflecting on the role exams can play in a student's musical
development. While I hold two concerts each year and students prepare four pieces per year
to their best standard, the more demanding level of preparation required for an exam
encourages a deeper level of learning and ultimately develops stronger musical
competence.

Most exams require at least three pieces (and sometimes as many as six), together
with technical work such as exercises, scales, arpeggios, sight-reading and other
musicianship skills. The expectations are higher, and students need to sustain
consistent effort over a longer period to have everything ready at the same time.

You may have noticed how wonderfully motivated students become when a concert is
approaching! The phenomenon can also happen when preparing for an exam!

I don't believe piano exams should be stressful or competitive. For some students, the
additional pressure simply isn't appropriate, and if the process becomes overwhelming,
then exams are not the right path. However, other students thrive on having a clear
goal and enjoy rising to the challenge. If you think your child might be one of those
students, I'd love to chat with you about whether exams might be a good fit.

Of course, preparing for exams does require extra commitment from both students
and their families. There is the exam entry fee which will usually be in the region of
$120-$160 for the first few levels. More practice at home, ongoing encouragement, and
additional lesson time become increasingly important. A 30-minute lesson is generally
sufficient (just!) for the Preliminary grade, but beyond that, students undertaking
exams will require a longer lesson. An increased financial commitment is required,
so it's something to consider carefully.

I would like to stress that the student needs to be 100% on board with the process. If
preparing for an exam is something that a student hates, there is no point to do the
preparation. And if the student is not able to find the time to put in consistent
practice, then again, it is not worth pursuing.

I have used the AMEB in the past for exams and will use them again. The disadvantage
with the AMEB is that you often have to take a punt that the student will be ready to
sit the exam because entries need to be in about 3 months before the exam.

However, there is another exam board I really like – the Australian Guild of Music and
Speech (AGMS) https://www.agms.edu.au/ They have been around for a long time, a bit
smaller than the AMEB, and have a commitment to including many Australian composers
in their repertoire. I find their repertoire to be very good and very engaging and will
use their repertoire whether students do exams or not.

The AGMS is very approachable and contactable. I have been able to have direct
contact with them for quite a few questions I have had over the past few months.

Another aspect I really like is their flexibility. You only enter for an exam when the
student is ready, and once the entry is submitted, the in person exam date is usually
scheduled for about a month later. If you prefer, there's also the option of an online
live exam, which will typically be scheduled about two weeks after entering, or a
recorded exam, which can usually be submitted just a few days after entry. This
flexibility allows us to choose the format and timing that best suits your child.

What I like about this approach is that it takes the pressure off both the student and
the teacher. The student needs to be motivated and be ready to sit the exam, and only
then do we enter for the exam. If that motivation isn't there, we simply wait. This
shifts the focus away from the exam itself and keeps it where it belongs—on learning,
making progress and enjoying playing the piano.

One thing to note about the technical work. This is what I find takes so much
time. I need to hear the technical work every week. If the student practices well, we
can fly through this and have more time for pieces. If the student is dragging, it is
obvious they don’t like this aspect of the preparation... and is cause to reconsider the
goal.

There is absolutely nothing wrong with the repertoire approach. My repertoire-
focused program, together with two concerts each year, keeps students engaged,
developing well, and—most importantly—enjoying their piano playing. But if you feel
your child would relish the challenge of working towards an exam, please let me know.
We can discuss what's involved, and you can decide whether it's the right pathway for
your family.