Difference between revisions of "TCL Grade 3 Orchestral Percussion"
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==General Info== | ==General Info== | ||
Candidates taking a Orchestral Percussion exam are required to: | Candidates taking a Orchestral Percussion exam are required to: | ||
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* play at least one accompanied piece | * play at least one accompanied piece | ||
| − | == Snare Drum Song List== | + | == Pieces == |
| + | Candidates can express their musical identity by choosing pieces and studies from our varied repertoire lists. Drum kit candidates choose two pieces with backing tracks and one unaccompanied piece, from a wide range of authentic styles including jazz, funk, show tunes, film, TV, Latin, reggae and swing. Percussionists choose from a varied selection of tuned percussion, timpani and snare drum pieces with accompanied and unaccompanied options. Candidates can further personalize their program by including an own composition. | ||
| + | === Snare Drum Song List === | ||
{| class="wikitable" style="margin:auto" | {| class="wikitable" style="margin:auto" | ||
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|} | |} | ||
| − | == Timpani Song List == | + | === Timpani Song List === |
{| class="wikitable" style="margin:auto" | {| class="wikitable" style="margin:auto" | ||
! Item !! Works !! Composer !! Publication !! Publisher | ! Item !! Works !! Composer !! Publication !! Publisher | ||
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|} | |} | ||
| − | == Tuned Percussion Song List == | + | === Tuned Percussion Song List === |
{| class="wikitable" style="margin:auto" | {| class="wikitable" style="margin:auto" | ||
! Item !! Works !! Composer !! Publications !! Publisher !! Video | ! Item !! Works !! Composer !! Publications !! Publisher !! Video | ||
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|} | |} | ||
| − | == | + | === Study List === |
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{| class="wikitable" style="margin:auto" | {| class="wikitable" style="margin:auto" | ||
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| + | == Technical Works == | ||
| + | One of the following options, chosen by the candidate | ||
| + | {| class="wikitable" style="margin:auto" | ||
| + | ! Instrument !! List !! Publications !! Memory | ||
| + | |- | ||
| + | | [[Snare Drum]] || Orchestral Figures <br/> Multiple Bounce Roll Study <br/> ||[[Percussion Exam Pieces & Studies Snare Drum Book 1: Grades 1-5]] || Nil | ||
| + | |- | ||
| + | | [[Timpani]] || Sticking Patterns <br/> Roll Development <br/> Dynamics <br/> ||[[Percussion Exam Pieces & Studies Timpani: Grades 1-5]] || Nil | ||
| + | |- | ||
| + | | [[Tuned Percussion]] || A / E♭ Major Scales and Arpeggios (One Octave) <br/> Chromatic Scale starting on A / E♭ <br/> F♯ / C Minor Scales and Arpeggios (One Octave) <br/> || [[Tuned Percussion Scales & Arpeggios]] || All requirements should be played from memory. | ||
| + | |- | ||
| + | |} | ||
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== Sight reading == | == Sight reading == | ||
This test assesses candidates’ ability to perform a previously unseen musical extract, at a level approximately two grades lower than the exam being taken. | This test assesses candidates’ ability to perform a previously unseen musical extract, at a level approximately two grades lower than the exam being taken. | ||
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For practice purposes, sample Sight-reading tests are published by [[Trinity College London Press]] in [[Graded Percussion Sight-Reading, Grades 1-8]]. Purchasing the book is not a requirement. | For practice purposes, sample Sight-reading tests are published by [[Trinity College London Press]] in [[Graded Percussion Sight-Reading, Grades 1-8]]. Purchasing the book is not a requirement. | ||
| − | + | == Aural == | |
| − | + | This test supports the development of candidates’ abilities in musical perception and understanding by requiring them to recognize musical features by ear (for example meter and pulse, pitch, performance characteristics). All questions are based on a single musical example played at the piano by the examiner. Candidates are asked to describe various features of the music such as dynamics, articulation, texture and style. Candidates are not required to sing. <br/> | |
| + | 1. Listen to the melody twice times, clap the pulse on the second playing and stressing the strong beat <br/> | ||
| + | 2. Listen to the melody once, identify the tonality as major or minor <br/> | ||
| + | 3. Listen to the first two notes of the melody once and identify the interval by number only (2nd / 3rd / 4th / 5th / 6th) <br/> | ||
| + | 4. Study a copy of the melody and listen to it once as written and once with a change of rhythm or pitch. <br/> | ||
== Improvisation == | == Improvisation == | ||
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=== Stylistic stimulus === | === Stylistic stimulus === | ||
This option requires candidates to improvise on their instrument over a notated accompaniment played by the examiner at the piano. | This option requires candidates to improvise on their instrument over a notated accompaniment played by the examiner at the piano. | ||
| − | * Candidates are given a stimulus which includes the notated piano part and chord symbols. The stimulus begins with a two-bar introduction played by the examiner alone, followed by a further section over which | + | * Candidates are given a stimulus which includes the notated piano part and chord symbols. The stimulus begins with a two-bar introduction played by the examiner alone, followed by a further section over which candidates must improvise for a specified number of repeats. |
| − | candidates must improvise for a specified number of repeats. | ||
* The examiner plays the stimulus twice for candidates’ reference, without repeats. | * The examiner plays the stimulus twice for candidates’ reference, without repeats. | ||
* Candidates are then given 30 seconds’ preparation time, during which they may prepare for their improvisation aloud. | * Candidates are then given 30 seconds’ preparation time, during which they may prepare for their improvisation aloud. | ||
* The test then follows. The examiner plays the stimulus again, and candidates join in after the introduction, improvising for the specified number of repeats. Candidates should aim to improvise in a way that complements the musical style of the stimulus. | * The test then follows. The examiner plays the stimulus again, and candidates join in after the introduction, improvising for the specified number of repeats. Candidates should aim to improvise in a way that complements the musical style of the stimulus. | ||
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=== Motivic stimulus === | === Motivic stimulus === | ||
This option requires candidates to improvise solo in response to a short melodic fragment. | This option requires candidates to improvise solo in response to a short melodic fragment. | ||
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* The test then follows. Candidates should improvise for the specified number of repeats, following the chord sequence. Responses should contain melodic / rhythmic interest. | * The test then follows. Candidates should improvise for the specified number of repeats, following the chord sequence. Responses should contain melodic / rhythmic interest. | ||
| − | + | == Musical Knowledge == | |
| − | + | This test encourages learners to understand the wider musical context of the pieces they play, as well as their knowledge of notation and their instrument. Examiners ask carefully graded questions based on candidates’ chosen pieces. Questions refer to the solo line only, and not the accompaniment. In the exam, candidates choose which piece they would like to be asked about first. Examiners then choose a second piece for the remaining questions. Candidates’ musical scores should be free of annotations which might aid their responses. Examiners usually point to the relevant part of the score when asking questions. Candidates can use American terms (eighth note, half note, etc) as an alternative to English terms (quaver, minim, etc). | |
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==Reference== | ==Reference== | ||
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[[Category: TCL Exam Syllabus]] | [[Category: TCL Exam Syllabus]] | ||
[[Category: Grade 3 Percussion Exam Syllabus]] | [[Category: Grade 3 Percussion Exam Syllabus]] | ||
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Latest revision as of 05:35, 9 August 2023
Members of TCL Will need to contact the admin to add this contact back to the database. I have questions as to how your organization is using this site. Thank you!