When we talk about progression in music exams, we often focus on the academics: what a student has learnt or what skills they have developed. But we know as musicians ourselves that participating in music is about so much more than that. Music can form the building blocks upon which friendships are made, new cultures are explored, and a person's self-confidence grows. In this blog, Kate Griffin, founder of All Sorts of Music, reflects on her experiences of Trinity music exams, both as a student and a teacher, their value and why Trinity is a good choice for many candidates.
As a child, I remember going along to music exams (with a different exam board) and finding the process daunting. As my musical journey progressed, my teacher moved over to Trinity exams and the whole process of learning became much more enjoyable for me, as did the experience of the exams themselves. I was able to access a more diverse and relevant repertoire and focus on styles that I enjoyed.
When I started teaching 25 years ago, I stayed with Trinity as my exam board of preference. When my music school – All Sorts of Music in East Kent – was opened, we decided we would offer all the exam boards as an option for students but found that most learners preferred the format, style and relevancy of Trinity's syllabuses.
Over the years, I have found that there are a handful of students each term who really manage to focus themselves, who don’t need a goal or aim to encourage them to practice their instrument, and that is brilliant - it is wonderful to teach those students, of course. However, I wasn’t that type of learner and neither, it seems, are the vast majority of our students. But when students have an exam to focus on, it gives them purpose and, importantly, an end target. Without the structure of an exam, or in some cases a concert to prepare for, students can lose focus and motivation.
When teaching, I break pieces and exercises down into smaller chunks and the exam structure helps me set both short- and long-term goals for pupils. When they achieve the aim of their goal, they feel a sense of accomplishment and pride. This helps boost their self-esteem and belief in themselves.
I also find that the repertoire set in the Trinity syllabuses help students to discover styles and composers they may not otherwise have ever encountered. Most pupils have a style they enjoy but Trinity’s syllabuses encourage students to step outside their comfort zone, supporting them to become more rounded musicians.
After months of studying, the opportunity to perform in front of someone representing an internationally recognised exam board, to give you feedback on how you performed, is welcome. Specifically, it is nice to hear feedback from someone who isn’t family or your teacher, who, has by now, become more like a friend. Getting positive feedback from an examiner is more powerful and a pupil feels a huge sense of achievement when they pass the qualification.
When a student looks back at their pieces in a lesson with me, we reflect on how they felt when they started learning them. They recall moments where they thought it would never come together, and that their pieces initially had flaws they had worked hard to overcome. During this reflection they realise that their hard work has paid off; they feel proud of themselves as a result, thus impacting their mental health in a positive way. Exams aren’t for every student but for the vast majority they provide structure and an easy way to see their own progression.
When I have taken a pupil from their first lesson to their initial grade, through to their diploma and watched that student begin their teaching career (as has happened many times over my years), it gives me a sense that the world is 'right'. That those skills - skills for real musicians - will continue to be passed down the generations. Trinity has been there to support me as a teacher and support my pupils from the beginning.
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