Leeson Park School Of MusicInstrumental Teaching
At LPSM, we believe that examinations can be a positive experience for the student and a means of obtaining valuable independent feedback. This feedback can assist teachers, students and parents in monitoring the student's progress to date and planning the next stage in the student's musical education.
When used correctly examinations can:
• provide goals;
• be a powerful source of motivation;
• form a point of consolidation and focus for the student's work;
• present the opportunity to bring pieces, technical work and other supporting tests to as high a standard as possible;
• help to provide structure to a course of study;
• provide valuable independent feedback;
• identify areas which need development or reinforcing;
• provide affirmation of a standard which has been striven for and attained.
When used incorrectly, too early or too frequently, examinations can:
• be stressful
• become a treadmill with a high price;
• become a source of disillusionment;
• take the pleasure out of playing;
• limit overall progress and development.
Best use of examinations:
Examinations may form part of, but should never replace or become the primary focus of, the overall program of musical education for each student.
"Always remember to put examinations in perspective, and don't forget that an examination syllabus is not a teaching syllabus"
Nicholas Keyworth, Senior Examiner. Trinity Guildhall
"Students who are presented with one exam after another will suffer from a kind of musical malnutrition, which in turn may well lead to a stunted musical growth"
Richard Crozier, Associated Board of the Royal Schools of Music.
LPSM Instrumental Syllabi:
At LPSM we have a carefully planned program of study for each year of instrumental training which has been designed to ensure that students receive a well rounded and balanced musical education. There are specific guidelines for technical development, repertoire, sight reading and other important areas such as the development of all round musicianship through activities such as improvisation and composition. Within each year of the syllabus provision has been made for varying degrees of ability. However, there are minimum parameters and targets which should be attained each year.
Performance opportunities:
At LPSM we believe strongly in encouraging students to perform for fellow students, family and friends in an informal setting in our Saturday afternoon concerts. These performances are very useful goals in the early stages of instrumental training and provide a very positive form of motivation.
LPSM Assessments:
The assessment program provides the school with the means to assess how each student's abilities are developing within the parameters outlined in the LPSM syllabus for that year.
Continuous Assessment
Teachers provide feedback at the end of each term and award a mark out of 25 broken down into individual marks for technical work, repertoire and sight-reading.
Performance assessment
These assessments which take place in the third term provide the main performance goal for the year.
Performances are assessed and marked by another teacher of the same instrument which provides a more independent system of assessment.
By working consistently through each year of these carefully designed and graded syllabi we can ensure that students develop into well rounded musicians and that there are no gaps in their musical education
External Examination
When should students take external examinations?
At various key points along the way perhaps it may be useful to enter a student for an external examination which provides independent assessment according to internationally recognized standards and methods of assessment. Provided the student has been working through the LPSM syllabi consistently, these examinations, if taken, should present little difficulty and should compliment the overall program of study. When approached in this way examinations can be both a pleasurable experience and a source of positive motivation for the student.
Examinations are taken at key stages throughout the student's education, commencing at Grade 3 or above. By this time the student's technique and musical understanding will have developed to quite a high level. When approached in this way students generally perform well, have a positive experience and receive very favorable comments and marks.
The Results
"An examination is, in some way, a snapshot, a quick review of a candidate's musical achievement done in a short space of time in a strange room in front of another musician"
Nicholas Keyworth, Senior Examiner. Trinity Guildhall
It important not to place too much emphasis on the final mark received but to focus more on the benefits which have been attained from preparing for the examination.
"If pupils have been well prepared, and if the preparation has been rich in musical variety and experience, then whatever the result, the system has been put to effective use. Music, because of its very nature, can never be entirely objectively assessed; we are not dealing with measurable factors; style and interpretation are largely a matter of individual taste. Even those factors which may be considered entirely objective, such as pulse, rhythm and intonation, can still be the subject of disagreement. It is important to explain to candidates that although the result does not represent a precise indication of their abilities, it is a very useful guide"
Richard Crozier, Associated Board of the Royal Schools of Music.
Explanation of marks:
7-11 Did not reach required standard
12-15 Good - Pass
16-20 Very Good - Pass with Honours
Contact us on 01 – 496 7890 or enquiries@lpsm.ie