Which Exam Syllabus?

Exams - everyone's favourite word!   But with many options to choose from, the question is which to go for for vocal exams.


As a musical theatre specialist I have, for many years, used the London College of Music Musical Theatre Syllabus very successfully.  Indeed I am very proud of my record of never having a student obtain a pass - all my students have always got merits and distinctions.    And for some students I will continue to use the LCM MT syllabus.

There is now an alternative MT syllabus.  Guildford School of Acting (GSA) has recently set up it's own exam syllabus, fully accredited with the University of Surrey.  The basic syllabus is very similar in structure to the LCM syllabus - no set song lists, but rather songs choices based on time periods to guarantee a spread of songs.   This looks good, and the GSA syllabus guarantees that the examiner will be a vocal/musical theatre specialist.   However it is impractical at the moment for a private teacher as you have to have 12 students to constitute a session.  I would certainly consider using it in the future - although I have no problem with the LCM syllabus - but for the 2 or 3 students I have most terms then it will remain LCM.


However, I now have some students who are not particularly theatrical, and am for the first time looking at alternatives.  Also I've never totally understood why MT students are not asked to learn sight reading / aural.  Are these really skills that MT performers do not need?

The traditional ABRSM syllabus is a little too traditional for my taste.  I'm sure for some purely classical teachers / students it is fine, but I would normally want a contrasting syllabus.  The ABRSM syllabus does not allow for any development into belt technique for older students - As long as he needs me is one the grade 2 list.   Also I would imagine most students of the normal age for grade 2 would not understand the emotion behind this song.  So, for me ABRSM is a no-go.

I am looking to use Trinity Guildhall syllabus.  This allows students in earlier grades to focus on areas they like i.e. 2 songs from the Show / Film / Pop list, while having to do one from the folk song or general song list.  Then the teacher can gradually introduce different styles to each student, so that by grade 5 they are used to singing all different styles. Also I like the Musical Knowledge section, as an alternative to sight reading.  I teach my students sight reading at all levels, but some of them develop later than others.   The Musical Knowledge options allows you to teach them all the details of musical notation and terminology, without them having to stress about actually sight reading in the exam (until grade 5!) .  They can then develop the sight reading gradually, and by the time they are doing grade 5 they should be mature enough and confident enough to cope with the sight reading aspect of the exam.

It looks a good option to me.  I have my first 3 students doing TG next term - along with 9 doing LCM MT syllabus.   Will let you know how it goes!


Next time:    The pros and cons of the Pop / Rock exams.