Aim High, But How High?
(Reproduced from ABRSM's publication Libretto, September 2006 issue)
by Clara Taylor, Chief Examiner, Associated Board of Royal Schools of
Music
“All my pupils get Distinctions!” When I hear these words,
I can’t help wondering if the teacher is particularly selective when
taking on students. It is clearly the case that some teachers get
consistently higher results than others but whether every student
is capable of a Distinction is much less certain. The average mark
for the grades remains 117 and this reflects the average student’s
achievement when given consistent teaching.
Careful attention to supporting tests and, of course, the
polishing of technically sound pieces will produce a much higher
result than spending most of the lesson on points of detail in the
pieces before squeezing in a bit of aural or sight-reading at the
end. Some teachers base their expectations on a pupil’s ability
to play the pieces, without considering the impact of much less
confident supporting tests. Often the most sensitive players,
who produce Distinction pieces, are the ones who find it hard
to come back down to earth and tackle the sight-reading.
Good teachers make their students feel worthwhile and
appreciated at whatever level they are operating. It may be an
absolute triumph for one child to achieve 100 marks and this is
indeed where success starts. Parents may be much less aware of
the struggle to reach this magic pass mark and may think that
if lessons are expensive, Distinctions should be the automatic
result. It is never easy for a teacher to point out that someone’s
child is less gifted than Vladimir Ashkenazy, but straight talking
is sometimes necessary so that parents can have reasonable
expectations.
Teachers and pupils of whatever age are likely to be more
happily involved in their respective tasks if they aim as high as
each pupil can reasonably achieve. It should be an individual path
for every student. An all-purpose ‘must get a Distinction if you go
to me’ approach puts tremendous pressure on the teacher and,
more importantly, the pupil.
The most successful and best-loved teachers are those who
can accurately assess what each student’s potential is, help them
to fulfil it and react with enthusiasm and praise when that
goal is reached.
(Reproduced from ABRSM's publication Libretto, September 2006 issue)