Piano Assessments

[Fred Coulter]

Living in the United States, there are two different music performance assessment organizations that I could follow. There's the Associated Board of the Royal Schools of Music (ABRSM), based in the United Kingdom, and there's the Royal Conservatory of Music (RCM), based in Canada. Both of the organizations offer performance and theory assessments for a variety of instruments in the United States. But there are differences between the two organizations.

Both organizations offer a numbered series of assessment levels, followed by some sort of diploma level assessments. But the levels are not strictly comparable. The ABRSM offers eight numbered levels, followed by three diploma levels. The RCM offers two preparatory levels, ten numbered levels, followed by two diploma levels.

The ABRSM does offer some guidance as to which levels are equivalent between the two organizations. The Diploma Syllabus states that the prerequisite for the DipABRSM of passing an ABRSM Grade 8 practical assessment can be replaced with a Grade 9 assessment from the RCM. It also states that the prerequisite for the LRSM of a DipABRSM can be replaced by an ARCT from the RCM. So we've got at least some equivalency between the two organizations. (The ABRSM does not have an equivalency for the RCM's Licentiate, which is only available for Piano.)

I then looked at the piano syllabus of both the ABRSM and the RCM and compared the levels of common works of music. I found that the comparable levels are a bit fuzzy, and the two organizations don't always consider the different pieces' order of difficulty the same. There's apparently more art than science in determining how difficult a piano piece is.

There are other differences between the two organizations.

At the numbered grade levels, the RCM offers a greater number of potential pieces for the assessment than the ABRSM. Both organizations publish score collections at the various levels. The RCM's books contain far more pieces than the ABRSM. Both organizations demand various sight reading/singing and technical exercises. For the higher levels, both organizations require some knowledge of music theory, demonstrated by passing a test. But the RCM's theory requirement increases as the performance assessment increases, while the ABRSM's requirement is the same for Grade 5 and Grade 8. The RCM emphasizes memorization, while the ABRSM doesn't.

This changes at the diploma levels. The RCM diploma performance assessments are basically a concert performance. While the ABRSM's performances are shorter in duration, the performer is also required to prepare program notes explaining the music and artistic choices made. As the level increases, the depth and breadth of the performance notes also increase.

At the diploma level the number of pieces available to the ABRSM candidates increase a great deal. On the other hand, it does not appear that contemporary classical piano music is as well represented on the ABRSM list as the RCM list. (For example, Stockhausen's Klavierstucke appear on the repertoire list of the RCM but not the ABRSM. Other contemporary composers I grew up listening to only appear on the RCM list.

In terms of music theory, even though the ABRSM has eight progressive theory examinations, it does not appear that any are required other than Grade 5 for performance assessments at Grade 6 or higher. The RCM offers far more examinations, and as the performance assessment level increases, so do the theory requirements. Additionally, the RCM has a diploma level theory and/or composition certification, which entails a great deal more than merely passing a test.

Of course, the killer for me is how well supported the two organizations are in Florida. The RCM has seven assessment centers in Florida, with performance assessments offered twice a year, and theory assessments offered three times a year. The ABRSM has one assessment center in Florida, with only one assessment session per year.

For those outside the United States and Canada, ABRSM may be a better option, although there may be other local organizations. The RCM only has assessment centers in Canada and the United States, while the ABRSM covers most of the world.

As a bottom line, while it might be interesting for me to earn the ABRSM diploma level certifications if I ever become that skillful, I'm going to stick with the RCM assessments for the foreseeable future.

Links:
RCM United Stated: www.musicdevelopmentprogram.org
RCM Canada: www.rcmusic.ca
ABRSM: www.abrsm.org

 

[Becky]

That's an interesting read - being in the UK I know about the ABRSM but not the RCM.

Are you or will you be taking lessons? If so the choice between the two may be dictated for you by your teacher.

 

[Fred Coulter]

I'm taking lessons. My piano teacher taught both of my kids, so I figured why not stick with the one I know. (The fact she's hired both of my kids to turn pages for shows is gravy.) However, you don't need a teacher to sign up for an assessment.

Assessments aren't as big here, so this is more driven by me than my teacher. However, as an (ex)-auditor, the notion of a third party appraisal is a good thing. It's easy for a teacher to say how good you're doing, but they're motivated to keep you as a student. As such, their "my how you're improving" may reflect the money you pay and not any real skill improvement. (I don't know if your version of American Idol included the early rounds when people off the street auditioned, but the saddest/funniest part of the American version is when someone with obviously no ear or talent auditioned. When they were rejected for being obviously unable to match pitches, many times they'd respond with "but my teacher told me I was great.")

Also, in terms of goal setting, etc., it's very useful. For example, I could have made a New Years Resolution that said "I will be a better keyboard player" or "I will learn more music theory" or something similar. Instead, my New Year's Resolutions this year included : By the end of the year I will earn the Level 6 Piano Assessment and the History and Theory: Basic certifications from the RCM. Personally, I'm driven by goals. Otherwise I just get fat and lazy. (For goals to be useful, they need to be "SMART." Specific, Measurable, Achievable, Realistic, Timely.)

To achieve my resolution could take one performance assessment and two tests: one on general music history and one on introductory harmony. My daughter (the music major) was impressed by what the theory test covers; it's not just merely major, minor, augmented, diminished, and seventh chords. This assumes that I pass them the first time. I've got two tries available this year for the performance assessment, and three for the tests.

(The fact that I'll be able to talk to my daughter about music is also a plus. Can't have your kids knowing more than you, right?)

 

[Becky]

Good for you! Sounds like an excellent plan

For goals to be useful, they need to be "SMART." Specific, Measurable, Achievable, Realistic, Timely

Aagh! Flash back to appraisals at my old job! (I used to be a Chartered Tax Adviser)