New ABRSM piano syllabus released

The release of a new exam syllabus is usually a much-anticipated event by piano teachers who are keen to explore new music with their students. The new ABRSM piano syllabus (2019-2020) was released on 7 June. For the sake of transparency I should mention that I contributed to the Teaching Notes for the new syllabus, so my review will be a general overview of the new syllabus rather than a detailed analysis.

The format of the piano grade exams remains unchanged, with List A focusing on Baroque and early Classical (or similarly idiomatic) repertoire, List B on Romantic or expressive music, and List C “everything else”, from contemporary pieces to jazz and show tunes or popular songs. The classic “usual suspects” are there – Gurlitt, Swinstead, Carroll (and it does depress me to see a dull little piece by Felix Swinstead which I learnt c1972 still appearing in the syllabus), together with pieces by the perennially popular Pam Wedgwood and Christopher Norton. The ABRSM promises a “broader range of styles” in the latest syllabus and it is certainly good to see some contemporary composers represented, including Cheryl Frances-Hoad (Commuterland/Grade 7) and Timothy Salter (Shimmer/Grade 8). Female composers are also somewhat better represented than in previous years. As in previous years, the board promises “a complete refreshment of repertoire” and the ABRSM has sought, as always, to balance the familiar with the lesser-known or more unusual, while maintaining standards across the grades: in practice this approach feels more like a gesture than a real attempt to create a syllabus to suit piano teachers and students in the 21st century. The supporting tests remain unchanged with sight-singing, that part of the aural test that everyone dreads, still intact, though there is talk of a revision to the scales and arpeggio requirements at the next syllabus review.

As usual, the early grades (1-3) tend towards very “child-friendly” pieces to appeal to young pianists. It it almost as if the ABRSM thinks only children learn the piano, and the only concessions to early to intermediate adult learners are Bartok’s haunting Quasi Adagio (Grade 1) and Gillock’s ‘A Memory of Paris’ (Grade 2). ‘Close Every Door’ from Joseph and The Amazing Technicolour Dream Coat by Andrew Lloyd Webber is bound to be popular with students of all ages in this attractive and expressive transcription (Grade 1), as is Leonard Cohen’s ‘Hallelujah’ (Grade 3). More unusual pieces include Bernard Desormieres’ ‘Anatolian 08’ (Grade 4, List C) and Bloch’s ‘Dream’ from Enfantines (Grade 5). For my money, the more imaginative pieces tend to reside in the alternative lists for each grade. As in previous years, the repertoire list for Grade 8 extends to 32 pieces (instead of 18 for the other grades), offering students and teachers a broader range of pieces to create an interesting “mini programme”.

These days the ABRSM appears very concerned to maintain its reputation as the leading international exam board with strong competition now coming from both Trinity College London and the London College of Music (for which the current piano grade syllabus is, in my opinion, the most imaginative and varied of all the boards). Thus, it has sought to remain true to its core strength of offering a syllabus which aims to combine rigour with a selection of music to appeal to a wide range of students around the world (I understand that the “core canon” of works by Bach, Haydn, Mozart and Beethoven remains very popular with teachers and students in the Far East and SE Asia), and I think this syllabus is the most successful of recent years.

The format of the exam books remains unchanged from previous years with clear, well-edited music engraving and short accompanying notes for each piece. The music extracts on the accompanying CDs are also better quality than in previous years and offer useful reference for teachers and students. The accompanying Teaching Notes offer guidance on context, technical aspects and performance. Meanwhile, the ABRSM’s Piano Practice Partner app, which allows a learner to play along with real musicians’ performances, exactly as recorded or at a reduced tempo, has now been updated with pieces from the new syllabus. Other supporting materials are available via the ABRSM website. The syllabus overlap period runs to 31 May 2019.

Further information


Postscript:

Following some rather heated discussion online about the new ABRSM syllabus, I’d like to make the following observations:

  • I would urge teachers – and students – to select a syllabus which works for them. Adult students in particular may not wish to submit to sight-reading and aural tests and for this reason I recommend the Recital Grades from London College of Music. As mentioned earlier, the LCM repertoire is, in my opinion, the best across the three main boards, with plenty to appeal to adult learner of all abilities.
  • The graded exams (and for that matter Diplomas) across all three main exam boards are all regulated by OFQAL and accrue exactly the same UCAS/academic points (Grades 6-8).
  • Be aware that there is a lot of snobbery surrounding exam boards: many people consider the ABRSM to be “better” or “the best” for a variety of reasons, and dismiss Trinity and LCM without even examining the syllabuses.
  • An exam syllabus should not be used as an exclusive framework for teaching and teachers should include other repertoire to give students a broader appreciation of music
  • Personally, I favour a flexible approach to learning and teaching – and this includes an exam format – which enables students of all ages and abilities to play to their strengths.

Trinity College London

London College of Music

New books for pianists from Trinity College London

It’s good to see Trinity College London extending its publishing programme to include more books for pianists, including collections of pieces from beginner to advanced level, and a compilation of piano exercises, selected from past exam syllabuses, all of which offer excellent resources for teachers and students alike.

Raise the Bar is a new series of graded pieces from Initial to Grade 8 showcasing favourite repertoire from past Trinity exam syllabuses. Edited by acclaimed teacher, pianist and writer Graham Fitch, each book contains an attractive selection of pieces in a range of styles and periods. Teaching notes for each piece are included, highlighting aspects such as technical challenges, structure, rhythm and expression, and each book contains a summary at the back containing the composer, title, key, time signature, tempo markings and characteristics of each piece. There is a good range of music to suit all tastes and the teaching notes can be used as a springboard for further discussion between teacher and student or a basic starting point for independent study. These books provide useful additional repertoire for students preparing for exams or simply for playing for pleasure and broadening one’s repertoire and knowledge of different style of music.


Piano Dreams is an attractively-designed series of books containing pieces for beginner and early intermediate pianists composed by Anne Terzibaschitsch. The pieces will particularly appeal to younger children with their imaginative titles and fun illustrations. Programmatic text weaves elements of story-telling into the pieces to stimulate the player’s imagination and encourage more expressive and colourful playing. There are notes on each piece highlighting aspects of technique or expression. In addition to the solo pieces, there are two books of piano duets in the same format.

I am a big fan of Trinity’s Piano Exercises which students learn as part of their grade exams. The exercises are designed to develop particular aspects of piano technique and many directly relate to pieces in the exam syllabus, offering the teacher the opportunity to introduce students to the concept of the ‘Etude’ or Study. This new compilation of selected exercises ranges from Initial to Grade 8 and each has a descriptive title to inspire students to interpret the music imaginatively (thus reinforcing the idea behind Etudes by Chopin and Liszt – that pieces should be both challenging and musical, testing technique and musicality). These exercises provide a useful resource for developing secure technique and can be used alongside repertoire to inform and extend students’ technical and musical capabilities.

More information about Trinity College London music publications here