How to pass an ABRSM exam - Aural Tests

AURAL TESTS are possibly one of the most feared parts of an ABRSM exam, but they needn't be. With good preparation you can be confident of getting a good mark in this section of the exam.

It is interesting in the marking criteria for the exam that a distinction is given for confident responses whereas you'll get between 12 to 14 marks for cautious responses even if you answer mostly correctly. So sound like you believe in your answer and respond without hesitation, even if you are not sure in yourself.

Secondly it is worth noting that it is always worth having a go. You'll get 6-8 marks just for having a go. Zero is only awarded if you don't even try. This rather strangely means that 1-5 marks don't exist.

The examiner should adapt to your vocal range and you could even hum or whistle the responses to the sung parts of the test if you prefer. However, singing is probably more suitable to most. When it comes to singing, I find many of my students are simply shy especially if the range goes a little high - practice at home just singing simple phrases increasing the pitch range of these gradually. I would recommend starting any note with a consonant sound such as lah, dah or tah. It gives the note a definite beginning and so is more likely to be in tune. Support your note with your diaphragm, that is the muscle you feel contracting when you cough - feel this muscle contracting as you sing, maybe placing your hand below your belly button at first to help sense this support. It will give you more confidence on the day and if confidence is your problem, practice doing this in front of other people to eliminate your embarrassment.

Finally be prepared, know what to expect - the tests follow a very precise formula. If you know what
the question will be even before it is asked, this will help you feel more prepared. For example the 

C test in grade 5 aural asks you first about general musical features - however the same music will be used to ask later on, that time signature the piece is in. By the time this question is asked, it will be the third time you've heard this piece and you could be thinking about the time signature even on
the very first playing.

To help you feel even more confident, I have prepared a training course on YouTube to help develop your Aural skills called “E - Aural Trainer” - check it out here

Trinity vs ABRSM

Trinity vs ABRSM - The new syllabus 2018-2020

Grade 1 Trinity Piano 2018-2020

In the last couple of weeks the new 2018-2020 piano syllabus was published by Trinity College London and out of curiosity I thought I'd take a look. I've always been an ABRSM person, took their exams many years ago and now teach their syllabus to my own students. However in this post I would like to point out some of the differences between ABRSM and Trinity College and I would be interested in your thoughts, so please leave a comment below.

Sneak Preview of some of the new Trinity College London Grade 1 Pieces 2018-2020

First of all, ABRSM is much bigger worldwide than Trinity College and by many it is considered better. Being bigger, it has more exam centres and so unless you live in a big city like London, you might find yourself having to travel a long way to take your exam.

Regarding the exam itself, the biggest difference I noticed is in the supporting tests. In ABRSM as you probably know, you have to play three pieces, do scales, aural tests and sight reading. In Trinity there is a choice. You pick only TWO of the following four supporting tests:

Sight Reading; Aural; Improvisation; Musical Knowledge about a piece you are playing. This means that a student can focus on his strengths - for example if you really find the aural difficult, you won’t be penalised. Then again, does the ABRSM approach make for a more all round musician? Should everyone, for example, be able to sight read or is it a cop out to let the student decide if he wants to avoid sight reading through his entire studies on an instrument? Let me know your thoughts in the comments below.

The scales seem of a similar difficulty, but there are less of them in Trinity.Many students, especially in the higher grades feel inundated by the sheer number of scales they need to know for ABRSM. Is
knowing the complete cycle of fifths both major and minor at Grade 5 piano a good thing or a bad
thing in your opinion?

To make up for the fewer number of scales, Trinity College has additional Technical exercises, short
little pieces which test things like tone, balance, coordination flexibility whereas ABRSM tests this in the main pieces.

Then there are the pieces themselves. My first impression is that they are a little easier especially at the early grades. I’ve starting making a few videos of the new Trinity College Piano syllabus and will be working through the grades in the weeks to come. There is a link ABOVE to these videos if you want to have a listen and tell me if you think they are in fact easier than ABRSM. However, the difficulty of the pieces is not the only difference. In ABRSM you need to choose three pieces one from each of three lists A, B and C. In Trinity College, again you need to choose three pieces, but these can be ANY three from the whole book. There is even an option where one of the pieces is a duet, where your teacher would accompany you in the exam. You can even offer you OWN composition as an alternative to one of the pieces. The idea behind the ABRSM forcing you to play from three different lists, I guess, is that you will get experience of playing different styles of  music. In my opinion, although the Trinity option might be more popular with students, that of the ABRSM in the long run might produce better all round musicians. What do you think?

So in summary, my initial little curiosity has opened up a lot of questions as to the PROs and CONS
of these two examining boards so please leave your thoughts in the comments below.