Behind every Trinity College London graded music exam is a journey of preparation, practice and performance that develops a wide range of skills. From managing regular practice and working towards a deadline, to responding to feedback and performing under pressure, candidates build qualities that colleges, universities and employers actively look for. In this blog, we uncover transferable skills candidates develop through their Trinity College London graded music exams and discuss how they can use them to strengthen their applications.
Preparing repertoire: prioritisation and time management
Preparing multiple pieces for a Trinity College London graded music exam requires candidates to decide how best to use their practice time. Some pieces or specific sections within pieces may require more attention, meaning candidates learn to self-manage by prioritising tasks and focusing on areas that need improvement. Learning repertoire also requires time management skills when working towards a live exam date, or a digital exam recording session (for Digital Grades and Diplomas).
Prioritisation and time management are valuable skills in both education and the workplace. Preparing repertoire for a music exam provides candidates with a practical opportunity to demonstrate these skills, which they can draw on further when completing applications.
Technical work: perseverance and attention to detail
For Classical and Jazz exams, technical work includes scales and arpeggios, and depending on the instrument and exam type, may also encompass studies or specific musical extracts (such as the Orchestral Extracts option in Grades 6-8 Strings exams and the Vaccai exercises option in Singing exams). For Rock and Pop exams, technical work is in embedded in the songs, with Technical Focus songs drawing out two particular elements.
Mastering technical work, and developing technical skills used in performance both require repeated practice over time, which calls for both perseverance and resilience. It also requires attention to detail, a sought-after skill in the world of work and something that is incredibly useful for further education.
Performance: confidence and working under pressure
We’ve already outlined a range of skills gained while preparing for the exam, but the exam experience itself brings new challenges that allow candidates to develop and demonstrate additional skills, which they can highlight in application forms.
Whether candidates’ exams are face-to-face, that is in an exam room with an examiner, or digital and recorded in one take, there is significant pressure involved in performing in an exam setting. This kind of pressure means that candidates often need to think on the spot, whether that’s remembering a page turn, improvising a guitar solo, or memorising scales and arpeggios. Confidence and communication skills are also developed in an exam setting, with candidates taking centre stage. These skills are valuable to future opportunities, for example, presenting at work or in a further education setting, and can be cited in applications. The experience of performing under exam pressure can also help prepare candidates for interviews and presentations that may form part of an application process.
Responding to feedback: reflection and improvement
Candidates respond to feedback from their teachers during their preparations for a Trinity music exam and receive examiner feedback on a report form following an exam. Working on and being open to feedback in order to improve and grow is an important skill which can be highlighted in future applications. Being able to reflect and improve helps not only with self-development but also collaboration, which is key to any workplace or future group project.
How to apply skills from this blog in your application form?
A lot of different key skills have been explored in this blog, and you may be wondering where to start when including these in your application. Below are a couple of examples of ways you can look at incorporating some of the skills you’ve already learnt:
‘Preparing for my Trinity College London Grade 5 Piano examination required me to manage independent practice alongside my academic commitments, respond to feedback and develop the confidence to perform under pressure.’
‘Preparing for my Trinity College London Grade 8 Singing exam helped me develop my confidence and communication skills, as I performed a varied programme in front of an examiner, including songs in multiple languages.’
Overall, for those currently applying for jobs, apprenticeships, college or university places, it can be tempting to focus on gaining new experiences and qualifications to strengthen your application. However, your Trinity Music exams may have already helped you develop many of the valuable skills that employers and admissions teams are looking for. We hope this blog helps you recognise and articulate those skills in your next application – best of luck!
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