Selecting the Own Choice Piece

With the requirement that only three of the pieces for a Performance Grade need to come from the syllabus, one space in the programme offers the freedom for you and your pupil to choose the music for yourselves!

Reflect Your Pupil’s Skills and Interests
Performance Grades feature four pieces played one after the other to create a single performance. Unlike the practical grades, there is a real focus on maintaining that sense of performance atmosphere overall, as well as communicating a convincing blend of the changing characters of each piece with the performer’s own sense of involvement in the playing. Whilst it’s always helpful to match the repertoire from each of the A, B and C lists to the strengths and musical preferences of the pupil, the own-choice piece provides a particular freedom in doing so.

It could be that they want to play more of something that they’ve shown a real passion for already, for instance another piece in a lyrical style, or more baroque pieces in a minor key; both of those are examples pupils of mine have chosen, but you know your pupils and their interests, and it gives you a chance to talk about what exactly it is about particular styles that make them tick. Is it as simple as how it sounds, or are there particulars about the techniques used or the way it is written on the page that make it really appealing for them? Up to two pieces by the same composer are allowed, so if a recent discovery of Scarlatti or Satie has fuelled their fire, why not explore more?

Alternatively, their choices so far might reflect their interests to a point, but maybe there is something else that your pupil has wanted to play? Whether it’s exploring the Pop Performer books for a pianist, reflecting an interest in musical theatre on recorder, or a folk music style on the viola – and so on – it’s up to you!

The start of own-choice pieces must be shown clearly to the camera at the start of the recording, and must be at least of the same standard as the other pieces for the grade.

Where to Look
Because you have to be confident that the own-choice piece is of sufficient standard to remain a valid selection, many of us begin by looking elsewhere within syllabus lists. Once you know what sort of things your pupil is interested in pursuing, the current and previous syllabuses for the same grade - and even those from different exam boards - can lead to a good match between skills, music and pupil. It’s easy to have forgotten the gems everyone was enjoying playing and teaching just a few years ago.

The grade-level of pieces is often shown within compilation books, or when searching for sheet music online – let those experts guide you. If you’re just not sure about your choice being too easy or too hard, compare the music with the other pieces your pupil has chosen. Considerations might include the level of agility needed, the range of notes employed, breathing challenges – for singers and wind players – and the length and emotional content of the music. Fellow music teachers within the online forums may also be able to help, and they may have more suggestions for you and your pupils too!

Something Different
Whilst it’s certainly easier to select your own-choice piece from published solo literature for your instrument or voice, there’s nothing to stop your pupil exploring other genres too:

• Duets: explore these with your pupils… and it’s always great fun (and beneficial) to make music with others!
• Related instrument: some instrumental subjects (usually at the higher grades) allow a performer to explore music on a second, related instrument.
• Compositions or arrangements: as long as it’s written down in a recognisable form and you can be sure of the difficulty level, ABRSM encourages performers to play their own music!

Check the Performance Grade Qualification Specification for your instrument for details.

Check Your Timings
Once you’ve chosen your piece, just double-check two things; firstly, that the own-choice piece meets the minimum length stated in the syllabus for your pupil’s grade and instrument; secondly, that the total playing time of the programme does not exceed the maximum time allowed. The length of the programme is measured from the first note being played, to the last.

Choose the Running Order
As you near the exam, your pupil should be able to feel engaged in four musical choices that they’ve had some input into and can enjoy! All that’s left is to decide what order suits them best! The examiners won’t comment upon the pupil’s choice, but they will assess how well the sequence of pieces worked for them, so you might think about stamina, – emotional and physical – what would work best at the start when nerves may be more of a factor, or what your pupil thinks they can control best at the end. Wind players (and singers) can take a short break, and may want to think about positioning that and whether/how re-tuning could affect the programme. When it comes to the own-choice piece, it can be presented anywhere within the programme, whether they’re bursting to share it at the start, think it will be a good way to end the playing, or somewhere else.

Enjoy the freedom, good luck to your pupils taking performance grades!