2020 INFORMATION DAY

ROCKSCHOOL REPORTS AND GRADINGS EXPLAINED

OVERVIEW…

GRADING SYSTEM

REPORT CONTENT

ROCKSCHOOL ‘METHODOLOGY’

The University of Adelaide Slide 3

MethodologyThrough carefully selected technical exercises, repertoire pieces, and supporting ‘unseen’ tests, each Rockschool level aims to develop…• Understanding of the instrument via development of performance

techniques• Musical expression through exploring the instrument’s range, tone and

wider possibilities• Reading/decoding written notation, understanding musical

terminology• Increasing stylistic awareness• Creating individual touches/adding interest for the audience

The University of Adelaide Slide 4

Grading system

• All Rockschool exams are marked out of 100…

• 60% Pass

• 74% Merit (75% for Performance Exams)

• 90% Distinction

The University of Adelaide Slide 5

Section weightings…• Pieces – 20 (3 required for grade exams)• Technical work – 15• Aural – 10• Sight-Reading/Improvising – 10• General Knowledge – 5

• Performance exams require only 5 pieces

The University of Adelaide Slide 6

Report content

• Examiners adhere to the assessment criteria…

• Minimal narrative permitted• Limited feedback• Few (if any) words of encouragement• No suggestions for improvement• Will not address what has been done well, (or not so well)

• The examiner’s role is purely that of an independent assessor, grading a performance against clearly identifiable criteria.

The University of Adelaide Slide 7

Assessment criteria – Debut to Grade 2 (Level 1)• Secure basic techniques• Rhythm and pulse• Sync• Notation accuracy• Confidence in presentation

• Each section of the exam is measured against these 5 criteria, and marked according to the extent to which they’re observed during the performance

The University of Adelaide Slide 8

1. Techniques•Understanding the instrument•Developing a range of performance techniques•Exploring instrument’s range, tone and wider possibilities2. Rhythm & Pulse•Co-ordination of rhythmic subdivisions•Observing note-values, rests•Staying in time/maintaining consistent pulse and sense of beat3. Notation Accuracy•Reading Music•Understanding musical terminology•Secure musical performance4. Sync•Confidence playing with backing track at required tempo•Maintaining accurate ensemble5. Presentation Confidence•Prompt responses•Sense of security•Confidence with the instrument

The University of Adelaide Slide 9

Basic Techniques:• Economy of movement• Good playing habits• Effective playing mechanics• Consistency in delivery• Underlying sense of rhythm & pulse• Prompt responses• Precision

The University of Adelaide Slide 10

Assessment criteria – Grade 3 to Grade 5 (Level 2)• As for Level 1…

• Secure techniques• Rhythm and pulse• Sync• Notation accuracy• Confidence in presentation

• Plus…• Stylistic direction• Solo/improvising

The University of Adelaide Slide 11

Assessment criteria Grade 6 to Grade 8 (Level 3)• As for Level 2

• Plus…• Understanding of musical structure• Communication through stylistic performance

(It can be seen that at Grade 3 and Grade 6, not only are the pieces more difficult, there are extra assessment criteria to meet as well)

The University of Adelaide Slide 12

What makes a “Pass”, “Merit” or “Distinction”?

The University of Adelaide Slide 13

The University of Adelaide Slide 14

The University of Adelaide Slide 15

Please note…• All pieces must be performed to a backing track (with one or two

exceptions)• Live accompaniment is not permitted in grade exams• Technical work is performed to a click track and is assessed on

proficiency and rhythmical precision• Candidates have a choice between sight reading or improvisation in

Level 1 & 2 exams• The examiner ‘drives’ the exam. Candidate just plays• Candidates choose on which piece the examiner will ask GMQ