ABRSM Foundation Graded Examination in Music Performance
Qualification summary
ABRSM Graded Music Examinations – Purpose and aims
The Board's Practical graded examinations aim to provide a clear framework against which to measure musical development. They provide teachers and candidates with an authoritative and internationally recognised examination and assessment system to encourage and motivate players and singers at all levels, from the earliest stages to conservatoire entry level, through the provision of goals and the measurement of progress.
In their own time, and at their own pace, candidates from widely diverse backgrounds and with differing aspirations can derive benefit from the Board's rigorous and educationally sound structure.
We aim to provide a carefully structured and progressive measure of attainment against explicit criteria: including the development of good practice - growing technical ability and accuracy with developing musical awareness, and at the higher grades; Continuing development of technical competence and all-round musicianship with a sense of performance
We also aim to establish and develop accuracy and insight through components which remain constant across the grades and increase in their rigour, including rhythmic security, pitch security and technical competence matched to reportorial demands, listening, internalising and reproducing aural and accompanied pieces/songs
The Board's examinations are designed to be accessible to all developing musicians drawn from the widest candidate constituency regardless of age and background. Traditionally, the bulk of the Board's candidates has been of school age although an increasing number of older learners is assessed. The Board's examinations find their application in the setting of international benchmarks and are used to measure musical achievement throughout the British education system.
Qualification details
OG - Other General Qualification
Accreditation start date:
Operational start date in centres:
Australia - Austria - Guyana - Bahamas - Bahrain - Bangladesh - Barbados - Belgium - Belize - Bermuda - Bosnia and Herzegovina - Hungary - Hong Kong - Kenya - Korea, Democratic People's Republic of - Korea, Republic of - Kuwait - Luxembourg - Macao - Macedonia, The Former Yugoslav Republic of - Madagascar - Malawi - Malaysia - Malta - Mauritius - Mexico - Montenegro - Namibia - Netherlands - New Zealand - Norway - Oman - Philippines - Portugal - Qatar - Saudi Arabia - Scotland - Serbia - Seychelles - Sierra Leone - Singapore - South Africa - Spain - Sri Lanka - Swaziland - Sweden - Switzerland - Taiwan, Province of China - Tanzania, United Republic of - Thailand - Trinidad and Tobago - Turkey - Uganda - United Arab Emirates - United States - Viet Nam - Zambia - Iceland - India - Indonesia - Isle of Man - Italy - Jamaica - Japan - Jordan - Botswana - Brunei Darussalam - Bulgaria - Canada - China - Croatia - Cyprus - Czech Republic - Denmark - Egypt - Faroe Islands - France - Germany - Ghana - Gibraltar - Greece
The syllabus structure from Grade 1 to Grade 8 provides a carefully graded scheme, which covers all levels. Each grade builds progressively on the skills of the previous level to provide a logical framework for progress.
Skills are assessed consistently across all the grades with assessment components unchanged whilst demands of repertoire, technique, knowledge, ability and independence of thought increase. The Board's examinations offer a framework for progressive musical training against periodic, unbiased assessment.
The Board's examinations are listed as entry qualifications in the music department prospectuses of many universities, colleges of higher education and conservatoires. In addition they are used to illustrate the standards required for entry to youth orchestras, choirs and other similar bodies.
The Board's graded examinations are also undertaken by full time students aged 16 to 18 as a complement to the main qualifications studied and for the purpose of progression to higher education.
The Board's Practical graded examinations are distinctive in wide variety of ways. They support a framework for life-long learning in music, without restrictions on age, length of study, or requirement that candidates are taught in schools, colleges or other specified centres. They encourage diverse approaches to the teaching of music and stimulate enjoyment and achievement through the progressive acquisition of skills, knowledge and understanding. That they offer a powerful source of motivation, setting up strong incentive for musicians to continue their studies, is perhaps the single most significant and distinctive contribution they make to music education.
They measure performance of music against established benchmarks, enabling teachers and pupils to monitor progress, and provide certification in more than 30 different instruments and voices.
Classical Musician
Entertainer
Popular Musician
Singer
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09 Arts, Media and Publishing
Grade 1: P/M/D, Grade 2: P/M/D, Grade 3: P/M/D
Aural Examination
Practical Examination
There are no aspects of the Foundation Graded Examination in Music Performance that are external. However, the Exams Board that ratifies the work of the Associated Boards graded examining panel is served by three independent verifiers. Please see the attachment for the Exams Board terms of reference.
All the Assocaited Board's Graded Music Examinations are single unit qualifications.
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M/501/9226 - Graded Examination in Music Performance - Grade 1
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K/501/9385 - Graded Examination in Music Performance - Grade 2
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M/501/9386 - Graded Examination in Music Performance - Grade 3