Thesis Proposal

Thesis Statement

“Music Assessment Concepts: A study on ‘The Australian Music Examinations Board’ (AMEB) and ‘The Associated Board of the Royal Schools of Music’ (ABRSM) graded piano syllabus”.

Discussion

A well outlined assessment system promotes a student’s growth in both musical performance skills and musical knowledge. My interest in music pedagogy has led me to choose the abovementioned topic for my thesis. My scope of research is based within this context and outlined in the thesis statement as mentioned above. In essence, I hope to base my research on the two prestigious examinations board; the AMEB and ABRSM graded piano syllabus and aim to explore whether the assessment is successful in meeting its curricular objectives.

Music examinations are geared towards certain skills and techniques, laying the main emphasis upon general attributes that will uphold established ideas of competence in the subject. Such attributes assessed could be in terms of specific performance dimensions, theoretical understanding or the creative aspects of a student. As such, I am curious to explore the assessment system which emphasises the key musical attributes which a student should have. I have therefore selected the ABRSM and AMEB piano syllabus because it meets the assessment criteria for university entrance. This will then mean that these two selected examinations boards support the key attributes mentioned earlier and will prove to be suitable for my research.

However, this topic may be viewed from different angles. As such, I propose to outline the objectives and methodology of my research as follows:

Objectives and Methodology:

- Examine the theoretical and performance assessment for each grade (Grade 1-Grade 8) to gain a general understanding of the outcome of each assessment.
- Examine the key attributes in measuring the level of competence for each grade.
- Review music instructions content and publications available for teachers and music educators to meet the objectives of the syllabus outline.
- Compare the possible outcomes from each respective examination board based on its area of focus in its assessment.

Hypothesis and Expectation

Upon completion of this thesis, I hope to provide an understanding of the assessment structure and aim to highlight key attributes of each respective examination boards in its own graded syllabus. Hence, one should be able to draw an idea on the strengths and weaknesses of the examination board and its efforts in maintaining its standards. The research may lay the foundation for further research which will ensure the continuing development of the music syllabus and hence prove useful to music educators and students alike.

Survey Literature

My survey and research materials would include the graded ABRSM and AMEB piano theory, aural, musicianship and performance syllabus, journals and publications on music assessment.


Preliminary bibliography for this thesis consists of:

Asmus, E.P. ‘Music Assessment concepts’ in Music Educators’ Journal, September, 1999, pp.19-24
Askew, G. ‘Planning a music programme’, Askew, Victoria, 1981.
Paynter, J. Music in the Secondary School Curriculum, Cambridge University Press, Cambridge, 1982, pp.174-186
Plummeridge, C. ‘The Music Curriculum’ in P. Abbs (ed.) Music Education in Theory and Practice’, Falmer Press, London, 1991, pp.45-57, 59-64
Rowntree, D. ‘Assessing Students –how shall we know them?’ Harper & Row, London, pp.1-11, 240-243
Wells, R. ‘The Students’ role in the assessment process’ in Teaching Music, October, 1998, pp.32-33
http://www.shambles.net/pages/staff/ExamBrds/
http://www.abrsm.org/
http://www.ameb.edu.au