How to get a Distinction at ABRSM - Pieces

[@MusicOnlineUK]

E-Book - "How to get a Distinction at ABRSM" www.music-online.org.uk/2019/01/how-to-get-distinction-in-abrsm-exams.html

[@MusicOnlineUK]

The same principles will apply to any exam board even if the exact marking systems may vary. Basically, be a musician, not a technician.

[@onatsarca6085]

I got it when i was 7 years old is it good result?

[@MusicOnlineUK]

@@onatsarca6085 A distinction is a good result at any age.

[@onatsarca6085]

@@MusicOnlineUK Thanks. My teacher thinks im bad at piano but i'll show this result i hope he changes his mind

[@ely7150]

I got my Grade 8 Piano results back hehe. Thanks to your videos I managed to get a distinction ^^

[@MusicOnlineUK]

That's amazing, congratulations. And thanks for taking the time to leave your gratitude in this comment, very appreciated.

[@sukyoungjang8487]

Wowzee!

[@haneenboumenjel]

Yippeee! My exam is tomorrow and no matter how much I try I will still be super scared ;-;

[@ely7150]

@@haneenboumenjel Being nervous is normal >

[@haneenboumenjel]

@@ely7150 I did my exam today, it went alright but I made quite a bad mistake on my first piece and I got some things wrong in my aural tests, your advice helped a lot though thank you!

[@meiqinlin9741]

The funny thing about this video is how my music teacher tells me to first sight read the notes and rhythm and then adding the dynamics etc. when learning a piece. The even more funny thing is how I trust your video more than my music teacher who is currently a student at the the royal academy of music

[@MusicOnlineUK]

I am also an ex-student of the Royal Academy of Music and plus 35 years of music teaching experience so take your choice

[@meiqinlin9741]

I think that your tips and advice are more accurate because although my music teacher is very talented, she isn’t the best person that I would ask for help. However, some of your advice is what my teacher had said, so it’s ok. I would say that I would follow this method, however I’m going to take my grade 8 piano exam, so it is a bit late for that. Oh well, at least I can use this method for the future if I learn other pieces. I will also make sure that I will try to be confident in the exam as you said.

[@typianoland3203]

Thank you for sharing your knowledge and experiences. Your video not only helps students to get a distinction but also allows me to teach my students better. ☺

[@ritabanerjee9103]

The second performance has more of character to it. There is frequent change in intonation, giving the piece a shape. The first performance in contrast, is mechanical.

[@thesimplestoic]

I think that perfectly illustrates what you say. The first piece, I just couldn't listen any more after about 30s. Poor examiner, if they had to listen to that multiple times in a day. Your piece was a joy to listen too.

[@MusicOnlineUK]

Thanks for your input

[@PeterHontaru]

I think that Beethoven himself (even in the later stages of his life) would hear the difference between your video and Alan’s. I’m only going for a grade 5 exam next (aiming for distinction again) and the differences are clear. Sounds like one is being played by a computer and the other one by someone that has actually been practicing and cares about both phrasing and voicing on top of pitch and rhythm!

[@MusicOnlineUK]

Thanks for coming back and doing the "homework". I wish you success in your Grade 5.

[@kei5985]

Luv jazz, i remember back in the day all the last c pieces were amazing

[@LpsAster]

wish i knew all this before i got into any of my exams - feels like a shame, i’ve taken five exams by now and i feel like it could’ve been so much of a better experience for me. anyway will save this and keep it in mind for the future

[@MusicOnlineUK]

Glad you found it useful.

[@petefurness]

The interpretation was so much better in the first performance, more expression and a clear involvement in the piece being played.

[@MusicOnlineUK]

Thanks for your input

[@yashkotecha77]

What? Definitely not

[@perpetuaa3493]

Thank you. This video really helped me in my performance grade 1 piano. I got a merit not a distinction but without the tips in this video I think I would have only got a pass.

[@MusicOnlineUK]

Congratulations, glad it helped

[@Alex-xe3dx]

RIP ALAN CHAN, THIS MAN WAS MURDERED BY MUSIC ONLINE UK XD LOL

[@Alex-xe3dx]

thanks for the heart

[@MusicOnlineUK]

@@Alex-xe3dx Well thanks for your supportive words.

[@adam4757]

Alan Chan is an absolutely appalling musician

[@grainnel2276]

I've just done my grade 4 saxophone exam, although I don't thi k I got a distinction (I am a nervous exam taker) this helped calm me down and reassure me that I knew the material. Thank you so much!!

[@MusicOnlineUK]

Thanks for taking the time to express your appreciation. Let me know when you get the results.

[@LaCarusiella]

I believe it's a gift...you either have it or not. Anyone can learn the notes but the rest you can't learn. It has to come to you naturally

[@photonatjag]

Many seem to say the second video, I think the performance on the first is more confident and musical (if a little fast). Either, I've got it wrong, or the videos are wrong the wrong way. This doesn't just help with exams, these criteria help with general performance as well. One comment in the video was something like 'be involved with the music', which I see many performers fail on just because they are playing an easy bit of music. It's the same for pop music with live bands.

[@rebeccaday3768]

One of the interesting things about these videos was the first being on an electric piano and the second a live one. I actually thought the first one was more technically accurate but also showed more musicality. This piece - which I don't know - seemed to have a relentless rhythm through most of it and the second performance, apart from missing a few notes here and there, faltered at times in the even-ness of the rhythm. There were fewer dynamic variations in the second performance too, so I would mark 1 as a distinction and 2 a pass. This is marked from the heart as I am taking Grade 6 in 4 weeks, have a Heller Prelude to play where I often find I cannot achieve the consistent rhythm that I am aiming for and since I have an electric piano but have lessons on a living one (and exam on a Grand living one), the transition in terms of key weighting is marked. I could see similarities between my errors and some of the errors in the second video. Thank-you for these videos they are all extremely useful.

[@darrendaypiano8770]

Good insights and helpful reminders to search for quality!

[@MusicOnlineUK]

Glad it was helpful!

[@dennisdelosriosoakes]

This answered many of the questions I had about choosing and working through the pieces section of the exam. Homework: 1) Pitch, 2) Tone, 3) Time, 4) Shape, 5) Performance. The first performance conveyed more assurance and confidence than the second performance also the tempo was faster and the notes had better contrast and clarity.

[@MusicOnlineUK]

Thank you Dennis, a good answer. The examiner definitely credits extra marks for a confident performance.

[@gonferaburton1471]

I had to listen to both these performances so many times as I could hardly believe they were both playing the same piece. My mother was a music teacher (piano and guitar). I played piano until 14 (when I regrettably quit). I got no enjoyment whatsoever from the first piece (Chan) don’t know who played the second piece but it was so much more enjoyable. It has musicality and I felt it was played with expression. The first seemed only technically accurate (I assume?). I have been taking up the piano on and off over the years. Please tell me I am right or I will give up now.

[@MusicOnlineUK]

Yes you are right. Thanks for your input and good luck with your future studies.

[@FireFoxGaming56]

Hi! Thank you for this helpful video on how to get a distinction in your exam pieces. I got 23/30 in my first piece and 26/30 on my second two pieces at Grade 7 piano - do you reckon that is a decent result?

[@MusicOnlineUK]

Yes, especially at grade 7.

[@FireFoxGaming56]

MusicOnline UK thanks. Looking forward to going through your playlist :D

[@rachaelong3739]

I’ve never failed an exam or never got a distinction. I realise the reason why I never get a distinction because I focus on the notes, fingerings and rhythms first and only add the details at the end, so it’s auto pilot. For the next exam I will learn the details at the same time as I learnt the notes, rhythm, notes. Iam really bad at aural is it possible to get a distinction if you failed the aural?

[@MusicOnlineUK]

You make it harder, but not impossible.

[@rachaelong3739]

@@MusicOnlineUK How to make it to a distinction of you not good with your aural, if you do pass the aural but not a high mark?

[@MusicOnlineUK]

@@rachaelong3739 Try this www.music-online.org.uk/2019/01/how-to-get-distinction-in-abrsm-exams.html?m=1

[@rachaelong3739]

@@MusicOnlineUK How do you make sure your nerves don’t get in the way of you getting a distinction?

[@mypianofavourites1635]

Homework Part 1 = Name Five (5) Elements for a Distinction. Answer = 1) Pitch, 2) Tone, 3) Time, 4) Shape, 5) Performance. additional information Distinction requires the performance to 'Stand Out' with Excellence that sets the performance apart from others. Posted 17th February 2019

[@MusicOnlineUK]

So what differences did you hear in the two performances that demonstrate this "set apart performance"?

[@jsmnezh]

Hello, I’m taking my grade 6 exam tomorrow… is there any advice for how to improve sight reading? I’m really bad at it. Aural too, I’ve watched most of the videos on the aural parts but I’m not confident on it yet.

[@thesavageonels9104]

I've never got a distinction. I did grade 1-5 in 1 year skipping grade 2 and 4 with a "less capable teacher". Found another teacher and finished grade 6 with the highest so far at 117 and grade 7 hopfully a merit at least

[@tiplee3611]

Pitch Time Tone Shape Performance :)

[@MusicOnlineUK]

Now compare the two performances and say "what makes a distinction", based on these 5 elements.

[@adam4757]

Agree with you about picking pieces which inspire you/take your initial interest, instead of ones you think are easier. I picked a B piece for my Grade 7 based on thinking its relatively easy. Problem is it doesn't interest me therefore out of all three pieces its under practiced and therefore nowhere near as musical as it really should be. Won't be making that mistake again!

[@MusicOnlineUK]

Have you done the exam yet, would be interesting how marks compare with other pieces.

[@musicalgenie480]

What if you played a piece too fast in an ABRSM exam? I played C1(Rektor Melodie Ludowe) for my teacher today, and he told me that the tempo was too fast. I want to know how much points would be taken off if I played the piece faster than 168bpm.

[@MusicOnlineUK]

The important thing is that you convey the style and character of the piece according to the composer's original intentions. Metronome marks are only "suggestions"

[@musicalgenie480]

@@MusicOnlineUK And another question: My teacher also said yesterday that the ABRSM exam was similar to a piano competition in the sense that it's very strict and you can't be creative. On Wednesday my teacher also said that my singing voice isn't that good and to improve it I need to open my mouth more. According to him, this will give the examiner the impression that I'm more musical than somebody else, thus giving me more points. I'm telling you this because this doesn't sound right. Is there any truth to what he said?

[@MusicOnlineUK]

@@musicalgenie480 First of all, I disagree about being creative. You're teacher is wrong. The marking criteria for ABRSM specifically states that marks are awarded for "vivid communication of the character and style" and this is impossible without a creative / musical performance. Many early music for example has no dynamic markings, but tdynamics are required for a good mark. How can you add dynamics to an unmarked score without being creative. Very often, other pieces are marked with the words, "slurs and dynamics are editorial suggestion" - an open invitation to being creative. Regarding singing, opening your mouth is a good idea, not because it makes you sound more musical, but because you will produce a clearer more distinct pitch. However, rather than thinking about opening your mouth, I would recommend starting the note with a consonant sound like "dah" or "la". This in itself will automatically open your mouth and the hard beginning of the note will make it easier to sing in tune.

[@musicalgenie480]

@@MusicOnlineUK Thank you so much. I knew that something was fishy. Thanks for your videos

[@haneenboumenjel]

My grade 5 exam is tomorrow and I want to get a distinction since I got a pass in grade 4

[@MusicOnlineUK]

Good luck

[@Freshming1996]

Hi Sir, I have problems playing the semiquaver beats as my hands movement muscle tends to slid down easily. Is there any solutions how can I play the notes easily ?

[@MusicOnlineUK]

Try this kzbin.info/www/bejne/inWZo5Rno9J3erM

[@jackminto7062]

Alan Chen?

[@MusicOnlineUK]

Couldn't possibly say 😉

[@surfnatalie8]

I like the second performance much more! From the very first sounds it gives the solid impression of style, phrasing and excellent timing! This is a dynamic play! The first, Alan's performance looses quite a bit of notes in the left hand,creating gaps in phrasing. The piece sounds dull, slow, no "coockoo" («Kuckuckssonate») effect. Technically the first performer is not great here, as the tempo marking states "Presto"!!!

[@MusicOnlineUK]

Thanks for your input Natalia

[@surfnatalie8]

@@MusicOnlineUK Was my answer wrong????

[@JuuC]

I really really need an answer to my question, do I need to bring my ABRSM song book and Aural Test book to my exam? I'm doing grade 5 in singing and it's my first exam

[@MusicOnlineUK]

Just bring the pieces, not Aural

[@JuuC]

@@MusicOnlineUK are they going to ask me the same exercises that come in the aural book??

[@MusicOnlineUK]

No these are just examples of what it will be like not exactly what it will be.

[@annieweng8956]

Pitch, shape, Time, Tone and performance.

[@MusicOnlineUK]

Correct, but that's only part of the homework, click 6:19 for the rest.

[@allyssayuen]

A good performance is consistent, controlled and flows from start till the end of the piece. A poorly performance is mechanical, lack dynamics and expressions.

[@justafand2178]

Does this applies for Trinity Piano Exams?

[@MusicOnlineUK]

Although the mark scheme and exact criteria for Trinity are slightly different the same principles apply and if you put into practice the advice given in this video it would enable you to get a distinction in both ABRSM or Trinity exams

[@annieweng8956]

I think the first performance is better

[@MusicOnlineUK]

If you can identify what in particular made it better it will help you when you prepare your pieces for the exam.

[@levitagodage5601]

The first video is a bit boring and the other one was very expressive and joyful (I love your videos by the way)

[@MusicOnlineUK]

Thank you. Are you taking an exam soon?

[@levitagodage5601]

@@MusicOnlineUK yes

[@MusicOnlineUK]

Good luck. I hope my videos have given you more of an idea of what the examiner is looking for.

[@levitagodage5601]

@@MusicOnlineUK They have and also thank you so much

[@凱-b4u]

the problem is, my teacher chose them for me, but im kinda fine with that, it is always the same, most people play a1, b2 and c3

[@MusicOnlineUK]

A teacher may have an insight into what pieces might suit you best, or maybe they are just the pieces that the teacher is more comfortable with. I would still always recommend that the student should choose the pieces that inspire them the most.

[@zhaoxinyang4333]

Help meee exam in two hours!!!!!

[@MusicOnlineUK]

Forget about the notes and concentrate on the music.

[@qy4730]

Tone time pitch shape and performance. The first recording was clearly the good one. The tone of the second one was a bit bumpy and the tempo wasn’t right because it should be faster. The shape wasn’t that good either

[@yongfenglai8324]

very usefull

[@catherinelangley4110]

I preferred the second performance - although there were perhaps a few stumbles I felt the musical shape was often more enjoyable and it was played with more feeling in parts. She also did not turn the pages quite so frantically as the first person!

[@saxdiva_Barb9315]

I think more elements of phrasing, dynamics etc. were observed in the first performance. The second performance was beautiful but played too fast. There was no contrast everything was played at one level.

[@MusicOnlineUK]

Exactly, for a distinction it's not just playing the notes but all the elementsof performance as you mentioned are necessary.

[@maitreyitaduri6247]

I got my grade 5 exam in 2 hours, help!!

[@MusicOnlineUK]

How did it go

[@eyuliani]

How about this grade 3 piece, ABRSM Grade 3 Piano B2, Allegretto Grazioso : kzbin.info/www/bejne/qqu0lWdrmLZngc0

[@MusicOnlineUK]

If you would like an appraisal of any of your pieces I offer this service here www.music-online.org.uk/p/skype-lessons.html

[@moongonemadmode1067]

hi humans for those doing a violin exam with abrsm, I would highly recommend a youtuber caused yushan li, she plays wonderfully, exactly like a CD would :)

[@shlor3025]

The second performance didn't have a chance after the bright and pristine first performance. The articulation, energy, voicing , speed and tone were great in the first. the second video felt so clunky and almost clumsy afterwards. I think he needs more time to practice..

[@MusicOnlineUK]

Thanks for your feedback

[@shlor3025]

@@MusicOnlineUK thanks for the heart ! If you don't mind me asking, how long did it take for you to learn the piece?

[@EJP-ft2rp]

Pitch Time Tone Shape Performance

[@MusicOnlineUK]

Correct

[@tudorconducta1929]

I am afraid I disagree with the idea that one should go looking for recordings before they've even learnt the notes. As you rightfully say, you end up copying performances and it's therefore important that you listen to good recordings, but even if you do listen to a good recording, is our purpose really just to copy other people's ideas and thoughts? I find it is far more constructive to learn the piece first, spend lots of time with the score, with everything the composer left for us, try to decipher the message ourselves, form a conception, a vision about the piece, and only then look for inspiration in recordings, because then you will perceive the recordings as options. When you have no idea of the piece, when you haven't even looked at the score, you'll immediately just absorb whatever the performer is doing. You'll assume they're doing whatever the composer has indicated. If you DO know the score really well, you'll be able to listen critically, and to observe that yes, perhaps they're doing that diminuendo with a little bit of rallentando, but that's their choice, it's not something required by the score. Everything else in your presentation is spot on, thank you so much!

[@MusicOnlineUK]

Interesting thoughts, and what if you listen to a variety of recordings? Furthermore, I believe the situation you describe requires some maturity, many people watching this video might be younger kids or even late starting adults doing a Grade 1

[@tudorconducta1929]

@@MusicOnlineUK I always encourage students to listen to a variety of recordings, of course, but always after they’ve made up their own idea about the piece, and they went past the first stages of grasping the notes. My solution is to encourage them to get a feel for the entire piece, from the beginning. Like you said, don’t just learn the notes... for example, first check the tempo indication. Yes, you may not be able to play it at that speed from the start, but what does it tell you about the character of the piece as a whole? What do the dynamics tell you, even in that bar that you can’t play just yet? Build the piece as a whole, not just learning bar 1, then bar 2, then bar 3... and not just with the notes. I couldn’t agree more with the idea that music should be learnt with everything, from day one - with the articulation, phrasing, dynamics...

[@JanniDubbs]

It has saddened and disappointed me extremely to witness an excellent teacher/youtuber see fit to put one of his colleagues down in such an unprofessional manner. Surely you can explain what you mean without using others in this shocking way?

[@MusicOnlineUK]

I think the truth needs to be told and I wouldn't even consider this person as a colleague since there are no musical skills shown at all. It is because of lesser quality channels like this that people do not understand the required standard and without calling out what is wrong people will never understand.

[@lohyinheng7621]

@@MusicOnlineUK Well said!

[@tudorconducta1929]

If the said colleague always records the pieces as quickly as possible, without any care for quality, just so that they are the first to post them, and get likes and views, then they are doing a massive damage to the community of grade candidates, and they should be called out...

[@CRb677]

Hate Alan Chen ! Tips here! When you search anything you just need to add “ - “ minus sign like -Alan -Chen and then you won’t see his related videos

[@MusicOnlineUK]

Good tip