Latest exam updates

術科考試最新消息 澳門







我們全新以演奏為重點的遠程評估等級考試 將為考生在這非常時期,提供了另一種可以向前邁進的途徑。這個以演奏為重點的考試,無論在考試要求、資格認可和價值各方面,均等同於我們的術科等級考試。兩個考試的曲目和考綱相同,評估標準和質量保證準則一致,並且均由曾接受嚴格訓練的考官進行評估。這全新的考試預計將在今年年底以前,開放予澳門考生報名,他們從即時起可開始為考試進行錄影。請瀏覽我們網頁查閱更多有關考試的資訊

Working with the National Youth Jazz Orchestra

ABRSM has partnered with the National Youth Jazz Orchestra (NYJO) to help open up jazz to young people across the UK. We share the belief that jazz is a musically rich medium through which creativity and communication can be explored, and that it should be accessible to as many school-aged children as possible.

We're particularly keen to be supporting the innovative NYJO Jazz Messengers, a sextet that champions diversity in music and encourages children and young people to listen to - and learn - jazz through inspirational concerts in schools.

We also support the NYJO Academy Mentor Scheme, which provides training in workshop leadership for emerging jazz musicians so they're equipped to help develop the next generation of young jazz musicians. If you work in a primary school, take a look at NYJO's contribution to our Classical 100 resource.

Jim Gold's experience as an Academy Mentor

The NYJO Academy Mentor Scheme offers hands-on practical experience for emerging jazz musicians to work in an education setting, alongside NYJO's experienced team of musical directors. We caught up with Jim Gold, a current mentor and past holder of the lead alto chair in NYJO, to hear what it's like to be part of the scheme.

Jim Gold National Youth Jazz Orchestra

Why is it important for you to learn about teaching young musicians?

As part of the Royal Academy's LRAM teaching scheme, I co-led several workshops at St. Marylebone Girl's School, culminating in a public performance. It was one of the most rewarding components of the course and I was keen to undertake more training.

Why is it that you've come to NYJO as a mentor to learn these skills?

Firstly, there's no substitute for hands-on experience. There's definitely a place for theory, but the ratio should be heavily skewed towards practice.

Secondly, you benefit from being thrown in the deep end, in the sense that you're given complete responsibility for at least some of the sessions. This is the only way to develop the confidence you need in professional teaching scenarios.

Thirdly, you benefit from an experienced teacher critiquing your approach and suggesting areas of improvement. Gemma Buckenham, the MD of the NYJO Academy Big Band, was able to identify a solution that greatly increased the efficiency of my sessions only a couple of weeks in.

What makes the NYJO Academy Mentor Scheme so special?

The NYJO Mentorship Scheme offers several unique elements, most obviously the great volume of teaching experience on offer. With a partner, we shadow two ensembles for a term each. This allows you to build a rapport with students and pursue a thread for an extended period. Furthermore, through working with two ensembles of contrasting size, ability and style, you develop a diverse repertoire of exercises and approaches.

Did you do any of the ABRSM Jazz exams when you were learning?

While at school, I used the ABRSM Jazz Real Books but didn't sit any of the exams. The pedigree of the consultants who designed the Jazz grades couldn't be more impressive, and I appreciate the focus on practical application of aural skills. I've always found a definite goal to be the most potent catalyst for progress, so I'd certainly use them with students.

Read our interview with NYJO saxophonist Chelsea Carmichael.

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