is magazine 8.1 - Autumn/Spring 2005 - International Schools ...

Setting international standards for music
Setting international
standards for music
Tim Arnold explains the advantages of graded exams
Founded in 1889, The Associated Board of the Royal Schools of
Music (ABRSM), based in London, England, is the world’s leading
provider of music exams and assessments. Each year over
630,000 young performers and singers take ABRSM music exams
in more than 90 countries around the world. The exams are international
benchmarks for the measurement of musical achievement
– as are the professional music diplomas ABRSM also
examines – for teachers, directors and performers around the
world. The assessment process is always accompanied by the
enjoyment of preparation, and indeed the phrase ‘enjoyment
through achievement’ sums up ABRSM’s philosophy.
ABRSM graded music exams are fully accredited by the UK’s
Qualifications and Curriculum Authority; overseas, South Africa
became, in May this year, the latest in a number of countries to
acknowledge the importance of ABRSM exams, by recognising
their equivalence to South African matriculation exams.
Each year ABRSM sends many hundreds of examiners – fully
trained, professional musicians, drawn from every branch of the
music profession – to schools, colleges, teaching studios and private
teaching practices across the world. One such exam centre is
Harrow International School in Bangkok, Thailand, where the
Director of Music is David Gorodi. For him, ABRSM exams are
internationally transferable music performance indicators; they
are also an objective guide for teachers, a consistent method of
assessing children’s musical performance, irrespective of global
location.
‘Working over the years with many music teachers from varied
backgrounds has been a tremendous challenge. One piano
teacher believed students should complete two years of music
theory classes before being allowed to touch a piano, and another
would not let his students play a tune until they had mastered
all their scales!
‘However, having worked overseas for 18 years, in four very different
international schools, I have found that the structure of
ABRSM music exams helps guide teachers in their lessons,
requiring them to vary repertoire and demanding attention to
aural training and sight reading. The discipline of music exams
also helps me monitor and encourage teachers’ progress.
ABRSM has also provided an outstanding service, even in diffi-
David Smith with pupils from
the International School of Zug.
cult circumstances – during terrorist threats in Saudi Arabia and
flash floods in Spain, for example.
‘As head of a music department ABRSM exams help me to provide
a consistent standard of instrumental teaching in a wide
variety of culturally diverse international schools.’
Underpinning ABRSM’s growth is its support of music teachers in
the increasingly pressured world of music education. Continuing
professional development for instrumental and vocal teachers is
an important service provided by ABRSM, through a rich and
varied programme of seminars, workshops and courses delivered
each year throughout the world. For example, the Certificate of
Teaching (CT ABRSM) course helps teachers to realise their full
potential and refresh their approach to teaching; widely recognised
and highly regarded by educational organisations worldwide,
the course is currently available in Malaysia and Singapore,
as well as the UK.
New offerings are regularly added to the music assessments
portfolio including, in recent years, jazz piano exams and jazz
horns exams. This year ABRSM launched Music Medals, exciting
new assessments designed specifically for pupils taught in groups
(as opposed to individually taught pupils) who are at the early
stages of instrumental learning.
ABRSM believes it is important to be receptive to the needs
and wants of teachers, pupils and their parents. ABRSM shares
with ECIS a non-profit ethos, and the synergy goes further: both
organisations have much in common, as seen in the ECIS
Council’s mission statement to provide ‘services to support professional
development, curriculum and instruction’. Despite the
constantly evolving nature of international education, ABRSM’s
aim is always to motivate music students to achieve the best they
can.
David Smith, Director of Music at the International School of
Zug, Switzerland, summarises the benefits of graded music exams:
‘In our school, learning an orchestral instrument is a compulsory
part of the music curriculum. For those students wishing to take
them, ABRSM exams have proved to be a wonderful way of supporting
their learning. Most importantly, the exams are a great
device for motivating all students, even those who find learning
their instrument challenging.
‘Without question, students practise more when they have a goal,
such as a concert or exam, and these independent music assessments
help enormously. ABRSM exams are incorporated naturally
into regular lessons, but are not the main aim of the instrumental
programme. However, we have found that music exams
are an excellent way of assessing progress and provide a benchmark
for students, teachers and parents alike. There is no doubt
in my mind that our students are becoming better musicians and
performers from taking part in ABRSM exams’.
‘Setting the Standards’ has long been central to ABRSM’s work
and it remains committed to learning and to supporting music
education around the globe.
Tim Arnold has wide experience as a music educator, performer,
piano teacher and music examiner. In his role as Head of International
Operations for ABRSM he also delivers professional development
seminars for music teachers around the world.
For further information please contact:
International Department, The Associated Board of the Royal
Schools of Music, 24 Portland Place, LondonW1B 1LU, UK.
Telephone +44 20 7467 8240 Email international@abrsm.ac.uk
12Spring
is Autumn 2005