Should I take piano exams?
Piano exams such as ABRSM, RCM, CM, and Trinity were not a part of my music-learning process growing up. My teachers had me focus on recitals, competitions, masterclasses, and ensemble-playing besides the regular weekly lessons, and the pieces I played and how well I could play them served as the gauge of the current “level” I was on at any given time. There was not really a sense that I was in a certain grade and had to move onto the next within a particular timeline, although there was definitely a progression over time. I am persoanlly more fond of this model, where progress organically happens (for a dedicated student, of course) through high-level, long-term goals and various performance opportunities rather than a granularized grading system.
However, the idea of a structured curriculum with more specific achievement goals, as provided by the exams, can be an appealing one, especially if one is not sure how to proceed and/or is generally motivated by such a graded system.
I have taught students for the RCM and ABRSM exams, and have seen both positive and potentially negative aspects of them. Below are my brief thoughts on how to make the most out of these exams for those who want to do them, and what to watch out for.
How the exams can be helpful
The exams are a great source of a structured curriculum. Even for students that are not taking them, I often use the exam syllabi to select appropriate pieces for their skill level, or simply to see more options for repertoire, especially with modern pieces.
They can also be great for setting short-term goals (6 months, 1 year, etc.) for students, which can be a motivator.
They give you a quantifiable result that is easy to put on paper, like college apps.
Caution: How NOT to use the exams
In my opinion, the exam should not be the sole focus or reason for taking lessons. Rather, the lessons should aim for true musical development of the student, and the exam should serve both as a guideline and a reflection of that development. For example, “taking the next grade exam in as short a time as possible” should not be the focus and purpose of the lessons. Rather, the lessons should aim to develop the skills suggested in a particular grade in a holistic manner, and the exam should serve as a reflection of whether that development was successful.
The exam requirements at any given grade only give you a snapshot of all the skills required to play at a that level, but not the complete picture. Therefore, they should not be taken as an indication of mastery. There is a common phenomenon of “24 pieces to grade 8” where a student would only learn 24 pieces (3 pieces per grade, plus the required scales, etc.) from the time they start learning piano, until they complete the last, grade 8 exams, and then they believe they are at the advanced level that grade 8 actually warrants. But true mastery takes many years of patient work, and much more than 24 things checked off the list. This strategy would do little good unless one is solely after the certificates, which would be an unfortunate way to learn something.
An inevitable side effect of the graded system is that it becomes a tool for comparison (i.e. “He’s at grade 4 and I’m at grade 3 so he’s better than me.”). As mentioned earlier, the exam scores (even good ones) only give you a snapshot and a surface-level view of your true skill. I have seen students at “lower grades” that actually play with better command than those at “higher grades,” and vice versa. And yet, if your sense of your skill is based on these arbitrary numbers, it can make you feel unnecessarily bad about yourself or falsely confident. It also creates a sense of urgency that might incentivize you to do things quickly rather than the right way just to get the higher numbers faster.
At its core, music is about creating beauty and sharing it with others. It is my belief and experience that too much emphasis on the quantified results such as exams can ruin the experience for the student and actually stunt their growth. I have seen some students quit piano after their parents forced them to get to a certain grade in a short amount of time; what a shame that is, and what loss of joy and potential?
To be clear, I have also seen that the exams can be a positive influence on some students that need a bit of a push toward a clear goal. I think it all depends on how you use them. Always remember what is primary and what is secondary for you. For me, true development of skill and love of music is the most important thing, and that should be the main driver of the lessons. The scores, numbers, and certificates come second, if at all.
Happy journeying!