Why Music Exams?

I ask myself the same question in the subject line every year: Why music exams? I am a member of the Music Teachers Association of CA (MTAC). As a member of the MTAC, I am able to offer a yearly music evaluation program to my students called Certificate of Merit (CM). CM aims to be a comprehensive, leveled music study encompassing the essential musical elements: performance, technique, sight reading, music theory, and ear training. I have been a member of MTAC since Fall 2007. CM evaluations happen each spring, so 2011 marks my 4th year preparing students for these exams.

It seems that there are always 1 or 2 of my participating students who falter come evaluation time. It's down to me to break the heavy news: "You didn't pass". While it's not my intention to break anyone's spirit or cause them to resent music study for life, these both are possible (though admittedly unlikely) outcomes. But failure is a part of life. I have failed or been rejected too many times to count. The music student need not endure a life of torture, amidst feelings of inadequacy. No! But, he/she must commit to the work required to hone their skills at their chosen instrument. There is no shortcut. Despite admitted drawbacks, yearly music exams provide a surefire means by which steady progress can be achieved by students.

The impulse to post these thoughts came after reading a 2/28/11 post by Valerie Kampmeier on the Music Teachers Blog. She candidly discusses the pros and cons of participation in music evaluations both from her perspective as a former participating student and now, as a teacher.

Here are some excerpts of her thoughts:

"So why bother? What are the advantages of putting your students through such a rigorous experience?

I have often pondered this question myself. It is certainly not necessary for all students to follow this path, and some certainly do not thrive when under such pressure. However, here are some of the benefits I’ve observed during my many years teaching piano.

Firstly, it is a way for teachers to ensure that their students get a good, methodical education, learning pieces of different styles and periods, memorizing all the scales and arpeggios they will ever need in a structured fashion, improving their sight reading, and their aural skills. It can be easy, without this kind of structure in place, to omit to teach a student a certain scale, or to work on their sight-reading regularly. It also obliges teachers to work on theory with their students as well as practical musicianship.

Secondly, it gives students an opportunity to perform a mini recital in exam conditions - an achievement for any student (although admittedly a bit of an endurance test!). Not all students thrive in these conditions, and so it is up to the teacher and student to decide whether they wish to proceed. I did not oblige all students to take exams, and always organized student recitals in addition to examinations, so that performance was not inevitably linked in their minds with examination.

I do not regret the exams I took, or the exams my students have taken. I see it as having been a great educational opportunity."

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Teacher, parent, and student should have a yearly, candid discussion regarding music exams. It is truly not for every student. This is fine. But for those who commit the effort, these programs can provide vital springboards to musical maturity.

Jesse