All Together
All Together Now
This article was first published in the July 2007 issue of Music Teacher Magazine and is reproduced here with the kind permission of the editor.
In the second of his two articles on how ABRSM Music Medals can change your life, David Forbes looks at the nuts and bolts of how the system works.
David teaches flute in maintained junior and secondary schools in Hertfordshire, working with Year 3s to Year 11s. He is the Music Medals Trainer for Hertfordshire Music Service which has over 100 registered Teacher-Assessors.
What do the pupils play?
An Ensemble piece, a Solo and one of four Musicianship (Options) tests.
For the Ensemble and Solo, ABRSM has tried to make Music Medals a part of the learning process. At all levels, solo and ensemble pieces have been selected from all the most popular tutors, old and new.
In addition ABRSM has published brand new books of duets, trios and quartets with commissioned works from well-known and respected names, for each level. The bronze book contains – in addition to duets, trios and quartets – works for players of the same standard, pieces for, say, bronze and copper or two bronze and a silver player. The saxophone book has pieces for Eb and Bb saxes, and there are books for mixed brass. This new repertoire is proving very popular (and it is very reasonably priced). Teachers can play a part in all ensembles for Copper and Bronze and in trios and above for the rest. This is an individual assessment – only one candidate is assessed during the ensemble. So individually taught pupils have the opportunity to take medals – either by playing with their teacher, or with other ‘individuals’.
The repertoire list is the other important area where technology comes into its own. The extensive list is available online and is therefore updated as more tutors and pieces are published. If you want to use a tutor or a piece not on the list, the ABRSM is happy to assess it and include it in the future.
Pupils can play unaccompanied for their solo, or with a piano, keyboard or CD backing.
The Options test is a new concept. These tests, unique for each pupil (within reason) are downloaded within the first eight-week period. The pupil (or teacher) decides which one of the four tests to take. Examples are published in the Options Practice Book – one for each instrument including all the levels.
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Call and Response. What it says on the tin… the teacher plays the stated two bars, the pupil answers. Then two more from the teacher, followed by a final two from the pupil. Key and first note stated and played by the teacher.
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Make a Tune. Again, self explanatory. The pupil makes up a tune based on a given rhythm. By sight or ear (clapped) for Copper and Bronze, sight only above.
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Question and Answer. Two bars of sight reading followed by a two bar answer – all done by the pupil.
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Sight Reading. The whole test takes little more than four or five minutes and can be done during lesson time.
The Download
Within eight weeks of making the entry, you need to download the options tests. You don’t have to decide which you will do as you are provided with one of each, unique (within reason) for each pupil. You will also get a mark sheet with all the applicant and candidate information completed.
The Test
Of course, you can do as many trial runs as you wish, getting yourself and the pupils used to the presence of the video camera. Children like to watch and listen to their performances and this in itself can be a useful learning tool. Even the most determined technophobe will find operating the current generation of video camera easy. All cameras now have an automatic point-and-shoot mode where everything is handled for you. Line up the pupils, press the button and off you go. The Board accepts all formats of analogue and digital (including DVD) media and all tapes and discs are replaced like for like. It’s not filming Ben Hur – chopped-off heads, inaudible speeches and ‘noises off’ are expected and allowances made. Not to mention the entry of school staff doing washing up, photocopying and apologising loudly, despite the clear signs on the door. Videoing recorder pupils on Red Nose Day meant three Dennis the Menaces and two sheep!
The Marking
The teacher does the assessment, marking crosses on the mark sheet. For guidance, clear criteria are given in the teacher’s handbook. Working Towards, Pass or Excellent can be given against, for example, Notes, Rhythm, Fluency, Articulation. More crosses will produce a more detailed, computer–generated commentary. Each section has an overall WT, P or E and finally an overall assessment is given. Some teachers choose to do the marking immediately, some do the assessing at home while watching the video. The mark sheets are sent off to the Board with the recording (and the printed options tests).
The Results
The teacher is informed of their moderated results by email in about two weeks, followed very quickly by the certificates, commentaries and medals – and a replacement video tape or DVD. The actual medals, different colours for each level, are of good quality. The commentary is based on the boxes ticked by the teacher during the assessment, and, although computer-generated, gives the pupils useful guidance and focus for the future. You can also look up how your marking has been moderated, if at all.
The Role of the Music Service
Music Services are designated as Music Medals Partners, appointing a Music Medals Trainer and a Co-ordinator. They provide the Board with the details of all the LEA maintained schools and Music Centres and keep a database of all Teacher Assessors who have undergone training. They can provide video cameras and tripods for loan.
The Training
Teachers can only enter pupils for Medals if they have completed the short, informal training and registered as Teacher Assessors. This training, provided online or given by the Music Medals Trainer, lasts about two hours and covers the technical side of entry, download and marking but, most importantly, the Board has produced a DVD with over 200 examples of real pupils and teachers who were involved in the pilot. Ensembles, Solos and Options tests are conducted under actual test conditions in real music rooms and broom cupboards (with real lawn mowing outside and chain-sawing next door!) and trainees are given advice and guidance on assessing these examples. We are promised a new DVD soon, including more instruments.
Simple instruction on the use of the video camera is also available.
Teachers soon realise that marking Music Medals is not about deciding if the piece was worth 25 or 26. Was it good enough for Excellent or bad enough for Working Towards? If not, it’s a Pass. Simple as that. In borderline cases, give the benefit of the doubt, knowing that the moderator will sort out any overly generous or stringent assessing.
Music Medals Trainers attend a yearly conference to share ideas and get up to date information. The Coordinator has access to statistics, useful for quality control and they can also help out with downloads, and general queries. The roles of Trainer and Coordinator are often combined (I do both). If you work in more than one LEA, your Teacher Assessor status is transferable – you only have to do training once.
How do Medals relate to graded exams?
The first and important thing to remember is that there is no natural correlation between Music Medals and graded exams from any Board and this should be seen as an advantage. Some pupils, enthused by Medals, will want to see them right through from Copper to Platinum, collecting the whole set. There is no reason why you should not introduce scales and aural work alongside the Medals repertoire should you wish.
Some pupils may wish to move over to, for example, Grade 1 or 2 from Bronze or Silver. The teacher can decide. You may consider that Medals suit your junior pupils and Graded Tests your secondary. Personally, I mix and match, choosing what is appropriate for the pupil. Medals are another tool for teachers in the armoury of things that will encourage and motivate.
Are Music Medals for You?
When you have been entering pupils for graded exams for many years, the whole process becomes second nature. You get to know the pieces to choose, the scales to work on, the aural tests which need most practice. Like a well fitting pair of shoes which are so comfortable that changing or replacing them is not welcome and sometimes they are worn in the wrong situation. So the thought of learning the in and outs of a new assessment system can be daunting. The teachers in Hertfordshire who have done the training (over 100) and are entering pupils have been pleased with the results and the effect it has had on their teaching, particularly beginners and early learners.