Music Medals assessments provide motivational goals and
tangible rewards for progress supported by a unique range of afordable and award-winning music for beginners. The assessment is made by the teacher in their role as Teacher-Assessor and this is moderated by ABRSM. Assessments are accredited by Ofqual and the corresponding authorities in Wales and orthern !reland Who can ta"e a Music Medal# Music Medals assessments are a$ailable to candidates through pri$ate teachers% &' schools and Music Ser$ices. The Music Medals assessment There are fve progressive levels ( )opper% Bron*e% Sil$er% +old and ,latinum. There are three components in a Music Medals assessment- Ensemble The candidate plays an individual line in an ensemble piece for two, three or four players. Each line must be performed by a single player. nly the Medal candidate is assessed, and not the other ensemble members. What is the aim of this component# Ma"ing music together is a distincti$e and essential part of Music Medals. .eading the ensemble% counting in% gi$ing appropriate cues% listening% balancing and blending are all $ital s"ills that the /nsemble component of the Medal helps to de$elop. Solo The candidate plays one piece from the solo repertoire list for their instrument. What is the aim of this component# ,erforming as a soloist helps a Music Medals candidate to de$elop musical independence and indi$iduality% allo0ing young musicians to focus on their o0n sound as 0ell as their personal e1pression. Options Test The candidate selects one ption test from a choice of four. !andidates can play to their own individual strengths. What is the aim of this component# While it is e1pected that candidates 0ill play to their strengths in the Medal% it is hoped that teachers 0ill encourage pupils to de$elop their ability in the full range of acti$ities co$ered by these tests% 0ithin a general frame0or" of creati$ity% game-playing and e1perimentation. The four Options ha$e been designed so that pupils can choose a test 0hich best displays their de$eloping s"ills. Those 0ho are particularly 2uent 0ith notation may 0ish to choose the Sight- reading option% 0hile others 0ill prefer to use their creati$ity in the Make a tune test by impro$ising a short melody using a gi$en rhythm. Call & response also nurtures impro$isation s"ills% 0ith the candidate reacting to a melodic stimulus gi$en by the Teacher-Assessor. Question & answer combines the elements of sight-reading and creati$ity. ption " # !all and $esponse This Option test is ta"en entirely by ear. )andidates 0ho select this Option are required to pro$ide a response on their instrument to each of t0o separate short phrases of unfamiliar music played by the Teacher-Assessor. The "ey is stated% and the starting note of the 3rst phrase named and played% by the Teacher- Assessor% 0ho also counts in t0o bars before playing the 3rst phrase. The musical interaction should be continuous% in time and 0ithout a brea". ption % # Ma&e a Tune )opper and Bron*e le$els 'ere, the candidate is required to ma&e up a tune on his or her instrument using a given rhythm at a set speed. At )opper and Bron*e le$els% candidates ha$e the choice of ta"ing the test by ear or at sight from notation. !f ta"en by ear% the rhythm is clapped follo0ing a t0o-bar count-in. This is repeated a second and third time% after 0hich the candidate is gi$en half a minute to prepare before being as"ed to play his or her tune. !f ta"en at sight% candidates are gi$en the notated rhythm% then t0o bars of the pulse and half a minute of preparation time before being counted in for t0o bars. Because some teachers use crotchets and qua$ers 3rst 0hile others use minims and crotchets% the tests at )opper le$el are 0ritten in t0o $ersions% from 0hich the Teacher-Assessor chooses. At )opper and Bron*e le$els% candidates must use at least three pitches to pass. Sil$er% +old and ,latinum le$els The candidate is required to ma&e up a tune on his or her instrument using a given rhythm and in a specifed &ey. 4rom Sil$er le$el% all candidates choosing this test are gi$en the rhythm in notation only. After being gi$en t0o bars of the pulse% they ha$e half a minute of preparation time before being counted in by the Teacher-Assessor for t0o bars. 4rom Sil$er le$el% candidates must use at least 3$e pitches to pass ption ( # )uestion and *nswer )opper le$el 'ere, the candidate is required to play two separate one-bar rhythms in +,+ on their instrument, in time and as an echo. The Teacher-Assessor should either clap the rhythms or play them on one note. o preparation time is gi$en. The ans0ers may be played on a single note or on a series of notes% although there is no additional credit for using more than one note. The Teacher-Assessor counts in t0o bars before the 3rst rhythm. Bron*e% Sil$er% +old and ,latinum le$els -rom .ron/e level, the candidate is required to play at sight a two-bar passage of unfamiliar music and to improvise a two-bar answering phrase. After gi$ing t0o bars of the pulse% the Teacher-Assessor allo0s the candidate half a minute of preparation time and then gi$es a t0o-bar count-in. ption + # 0ight-reading !andidates who select the 0ight-reading ption are required to play four bars of unfamiliar music, following half a minute of preparation. The Teacher-Assessor ad$ises that the candidate may try out any part or parts of the test for half a minute before playing the 0hole test. There are no tempo indications as candidates are encouraged to establish an appropriate tempo for themsel$es% ta"ing into account the speed at 0hich they can play the music 0hile maintaining a steady pulse and% at the higher le$els% the character of the music.