AMEB Comprehensive vs. Repertoire
AMEB offers various structures for students preparing for music examinations who seek accreditation for their musical learning.
The two primary types of examinations are the Comprehensive and Repertoire exams. Many students often wonder about the differences and advantages of each. This guide aims to provide valuable insights to aid in the decision-making process.
Let's begin by examining the requirements for each exam type.
Repertoire Examinations
Repertoire examinations were initially available for Piano, Violin, Flute, and Trumpet, but since 2017, AMEB has extended their availability to all instruments. Due to the COVID-19 restrictions, these examinations gained popularity, with options for face-to-face or video exams.
In repertoire exams, the assessment focuses solely on the performance of musical pieces.
Here are the requirements for repertoire examinations:
Level 1 Repertoire exam (Preliminary to Grade 4):
Candidates must present four pieces, one each from Lists A, B, and C, along with one Own Choice work of equivalent standard.
Level 2 Repertoire exam (Grades 5 – 8):
Candidates are required to perform a total of five pieces, three from different syllabus lists, and two Own Choice works of equivalent standard.
Own Choice Pieces:
Candidates are encouraged to select additional pieces that hold educational value similar to those prescribed in the syllabus. This could include works from the AMEB Manual List, the current grade book, an earlier series of grade books, or suitable pieces from other sources.
Comprehensive Exams
Comprehensive exams, available only as face-to-face assessments, evaluate not only the repertoire (pieces) but also the technical aspects such as scales and exercises. Additionally, candidates undergo an aural test, a sight-reading test, and a general knowledge test.
The requirements and criteria for comprehensive examinations may vary based on the grade. Candidates are advised to refer to the AMEB Exam Syllabus or consult their teachers for detailed information on each grade's comprehensive exam.
Repertoire vs Comprehensive
Now, let's explore the benefits of each exam type. Initially, repertoire examinations may seem preferable due to their lighter requirements, focusing solely on the performance aspect. This approach might be enjoyable for both students and teachers during exam preparation.
However, preparing for a Comprehensive examination offers distinct advantages. As it assesses technical proficiency and various musical aspects, it provides confirmation and accreditation of the student's overall musicianship.
Identify Your Goals
As musicians, each of us has unique aspirations. To determine whether repertoire or comprehensive exams align better with your long-term goals, consider the following possibilities:
Completion of all examination grades
Requirement for scholarship applications
Prerequisite for music scholarships
Participation in school ensembles or orchestras
Seeking accreditation for musical learning
Understanding your objectives can help in selecting the most suitable exam type.
Repertoire exams place significant responsibility on the student and teacher to ensure comprehensive instrumental learning. While it allows flexibility in preparation time, it necessitates addressing other aspects of musical development independently.
On the other hand, Comprehensive exams cover a wide range of assessments, motivating students to address all facets of instrumental playing and musicianship. By evaluating multiple components, it reinforces learning and opens doors to more opportunities in the future.
For instance, students aiming for school scholarships would need higher musical standards, which Comprehensive exams can help achieve.
It's important to note that preparing for Comprehensive exams demands more time commitment. If time constraints are a concern, repertoire exams offer a more flexible alternative.
In conclusion, both exam types provide recognition and confirmation of a student's musical ability and musicianship. The examiner's assessment and feedback remain consistent, differing only in the number of components evaluated between repertoire and comprehensive examinations.
