Two years ago I joined the team at ABRSM charged with the exciting task of developing its portfolio of qualifications and assessments. I'd taught at a variety of levels for many years, and this new role provided me with an opportunity to help devise new assessments for future learners. I found Music Medals and the accompanying resources a valuable and enjoyable way of maintaining interest and momentum in lessons, while developing lasting skills.
Music Medals were first introduced by ABRSM in 2004, and it was a privilege to be asked to lead on their redevelopment. As part of the research phase, I contacted teachers who regularly use Music Medals, and had many conversations with colleagues from schools, music hubs, and private teaching practices. One theme that emerged from these conversations was the appetite for a set of piano Music Medals that can help bridge the gap between the very first lessons and a time when young learners are ready for a graded music exam. In response to this, we worked collaboratively with several piano teachers to compile imaginative and enjoyable repertoire lists which provide progression pathways from beginner up to Grade 4.
Core design
Piano Music Medals follow the same model as Medals for other instruments. Students perform as part of an ensemble, present a solo piece, and complete Option Tests that explore a broad range of musicianship.
Option Tests
As part of the assessment, learners choose from one of four tests (although there is a lot to be gained by exploring all four). Some measure reading skills, whereas others can be taken entirely by ear, allowing teachers to tailor the assessment to their pupils' strengths.
The options are:
- Sight-Reading, which builds knowledge of written notation and helps learners understand the language of music
- Call and Response, an improvisation test taken entirely by ear. The teacher plays a short two-bar phrase to which the learner provides a response. It requires learners to know their scales, so that they respond in the same key, and how to finish a phrase, using musical creativity
- Question and Answer combines the previous skills. Here, learners sight-read a short two-bar phrase and then improvise a response
- Make a Tune requires students to compose a short melody on a given rhythm.
The Music Medals: Piano Options practice book is now available and provides examples of each type of test at each level.
Solo repertoire
A new feature we have introduced for all instruments is to enable candidates to choose pieces from an appropriate graded music exam list as well as the Music Medal repertoire list for their performances. Teachers asked us to strengthen the links between Music Medals and graded music exams.
By doing this, learners will be able to prepare a piece for their Music Medal that can then be used in their next graded exam; this also provides an opportunity to explore a wider range of repertoire than before.
Which graded exam syllabus can I use for music medals?
| Music Medal | Graded Music Exam Syllabus |
|---|---|
| Bronze | Initial (Piano and Bowed Strings only) or Grade 1 |
| Sliver | Grade 1 or Grade 2 |
| Gold | Grade 2 or Grade 3 |
| Platinum | Grade 3 or Grade 4 |
Repertoire selection
One of the most critical aspects of redeveloping an ABRSM assessment is selecting the music to include in the repertoire lists. We work hard to discover pieces that are engaging, that encourage the exploration of a wide and diverse range of genres, and that are pitched at just the right level. Pieces should be approachable but also provide the right amount of challenge, and aid the teaching of new skills.
The repertoire lists are designed to offer as much choice as possible. At Copper level, for example, there are pieces that support the development of reading skills, as well as pieces such as Outer Space (from the Piano Safari series) which can be taught by rote and allow players to explore the full range of the piano, experimenting with different sounds. Another piece, Super Duck by Elena Cobb, can be performed as a solo at Silver level, and allows learners to experience improvisation using the blues scale.
The repertoire selection process starts with teachers being asked to recommend pieces they use to inspire their learners, and which are fun to practise and learn. This is important as it helps us understand the types of repertoire used in everyday teaching and how we can find engaging and imaginative pieces of a similar ilk.
Once we have these suggestions, we review them with the help of expert consultants to ensure a good balance that provides strong pathways of progression through the levels.
One of the lead consultants on this project, Dr Sally Cathcart, said: ‘There's nothing I love more than sitting at the piano with a pile of music and finding the ones that will motivate and inspire young pianists to continue their musical journey. During the selection process we took great care to ensure that pieces covered various difficulty levels and challenges within each Music Medal. This broad approach then allows teachers to use their expertise to match the suitable repertoire to each pupil.’
Ensemble skills
Performing as part of an ensemble is one of the most enjoyable parts of learning a musical instrument. Players learn to work as part of a team, communicate effectively with one another, and learn from each other's playing and ideas.
As a teacher, I have always found that getting learners to perform together from the earliest opportunity helps to build skills that accelerate their progress. It also motivates them to continue learning and provides a great deal of enjoyment.
The Music Medal ensemble repertoire can help with this. It provides repertoire that budding musicians at different levels can perform together, and builds the confidence required to hold an independent line, adding an exciting new dynamic to group lessons. The platinum repertoire can be used to challenge more advanced pupils and gives some excellent options for GCSE ensemble performances.
Support for teachers
When you register as a teacher assessor, you will be sent a link to a short interactive course on ABRSM's teacher hub that will show you how to conduct the assessment. This also shares ideas on how to incorporate Music Medals into your teaching or curriculum.
The links below, in addition, provide guidance on how to book a Music Medal and upload a video of your learners' performances.
I hope that teachers and learners will enjoy exploring the music we have selected, and will find the assessments a useful way to celebrate those important milestones we all experience when starting out on a new instrument. We will be adding more instruments as the project progresses.
