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Dear readers,

In 2011, I wrote a blog about some of the different music exams available for students – Comparing Different Music Testing Systems. 

At that time, the RCM – Royal Conservatory of Music, was just starting to launch their program in the US. It has now become quite popular in my studio, so in this post, I aim to compare that with the also widely popular exam in California called CM – Certificate of Merit.

What are they?

The RCM – Royal Conservatory of Music is based in Canada. The CM is based in California. The RCM has changed their program name several times – Music Achievement Program, Music Development Program, Certificate Program. The CM is run by the MTAC – Music Teachers Association of California. Both programs are very reputable and have a long history. The best way to find out more is to visit their websites. Basically, they both offer graded music exams to students.

Leveling

CM goes from Preparatory Level, Levels 1-9, and Advanced Level (Level 10). RCM goes from Preparatory A, Preparatory B, Levels 1-10, and ARCT (a diploma, Associate of the Royal Conservatory of Music). The different levels are similar in terms of difficulty, so for example, CM recognizes the equivalent RCM level, and students can use RCM books in CM exams. 

Theory

In CM, theory is mandatory from Preparatory Level. Students must pass the theory exam to obtain their certificate. In RCM, theory exams are separate. Students can do their theory exam at a different time, or even in a different year, or not at all. This makes CM more difficult for up to about Level 5, and for very young students for whom taking a written test may be a challenge. In terms of content, CM Theory is manageable by the average student that is willing to study, but RCM Theory is much more difficult, especially in the upper levels, and from Level 9, RCM Theory is split into two separate exams called Harmony and History. My opinion is that, Level 9 and Level 10 RCM Theory is first-year college material, each paper is a subject in its own right, and requires a separate weekly lesson. 

Cost

CM is very affordable. Every year there may be a slight increase, but from memory it ranges between $50-$100, depending on level. RCM exams are much more expensive, from $59-$425. Also, in RCM, Theory exams are separate fees, from $125-$195. So, if you are doing level 9, and you intend to do Performance and both of the Theory papers, Harmony and History, then you are looking at $175 for each of the Theory exams, on top of your Performance exam, which is $260. For Level 10 the fees are even higher. CM is able to keep the cost low for students because there is a mandatory teacher work agreement. Also, teachers must be a member of MTAC, have paid (not insignificant) membership fees, and agree to work, without pay, for half day to full day on the day of the exam, depending on how many students they have doing the exam. RCM teachers do not have to pay a teacher membership fee to enter a student, and do not have to work at all on exam day. Also, CM registration is primarily done by the teacher, and there is a lot of work involved in entering student information, repertoire information, carpool, etc, while in RCM, parents do all registrations online by themselves!

Technique

In CM, every student plays the same technique routine that is required for their level. At the exam, they are timed and they must complete the requirement within the time limit. In RCM, each level has a list of requirements, students must learn the whole list, but at the exam the judge randomly picks this and that and the student must perform according to what they are asked. This requires more understanding of the various elements and the response time is taken into consideration. 

Repertoire 

Both CM and RCM have their own syllabi. CM syllabus is more flexible. Usually one piece per level is required from the syllabus and the rest can be at the same or more advanced levels. RCM syllabus is also quite extensive, compared to say ABRSM exams, but there is not as much flexibility as CM, usually only one piece may be substituted that does not come from the syllabus. RCM also publishes their own repertoire and étude books for each level. For CM, students play 2 pieces up to Level 2, 3 pieces from Levels 3-5, 4 pieces from Levels 6-10, and at Level 10 an additional piece called Étude. RCM exams involve 3-5 repertoire pieces, depending on level, plus 1-2 etudes. Both CM and RCM update their syllabi and requirements every so often, so please check with your teacher for the latest version. 

Memory

CM has some memory requirement, but usually not all repertoire pieces need to be memorized. RCM penalizes each piece that is not memorized (2 marks per piece).

Ear training

CM ear training is very basic, and the answers are in multiple choice format, so it is possible for students to just “guess” and pick something. RCM ear training is much more difficult. Another difference is that in CM, ear training score is totaled together with the theory score, while in RCM, it forms part of the performance exam.

Sight reading

This is quite similar in both exams. RCM also has a rhythm clapping part that CM does not have.

Popularity

Right now, CM is still more popular in California, because it has been around much longer. RCM is gaining more popularity. In other parts of the country, people may not have even heard of CM, as they probably have their own state version, so in that sense RCM has more national recognition. Some teachers have a strong preference over one or the other. Certainly, it is a lot of work for a teacher to stay up to date with both syllabi and exam requirements. 

Prerequisite

Any student can register for any level that they want in both exams, so it is not necessary to start from Preparatory Level and move up one level per year. CM is held once a year, so once a student has passed a level, they can skip levels the following year if they so choose. RCM has multiple exam sessions so some students may do two or even three levels a year, in the beginning stages, while others may only do one level every two years, especially for the higher levels. However, CM keeps a database so that if a student did not pass a particular level, they are not allowed to move on to the next level the following year. RCM does not have that restriction. 

Judging 

In general, CM judging is more liberal and “encouraging” in nature. Students are given “Excellent,” “Good,” “Average,” “Weak,” or “Incomplete” raring, and if selected for Branch Honors, they get a score of 5+, 5, 5-, 4+, 4, 4-, etc. RCM judging is much more rigorous, students get a score out of 100, and they need 60 for Pass, 70 for Honors, 80 for First Class Honors, and 90 or above for First Class Honors with Distinction. CM judges are sourced fairly locally, usually they are teachers from nearby MTAC branches. RCM judges are usually flown in from out of state, if not from Canada. RCM judge training is very extensive, and they have a pretty uniform national standard. CM judging is sort of random, some judges are very liberal, others very strict. CM does offer Advanced Panel for the exceptional students, and Young Artist Guild, which are artist level, and only the most promising students that will have a career in music gain that recognition.

Conclusion

So which one is better? This question is a bit like asking if International Baccalaureate (IB) Diploma Program is better than Advanced Placement (AP) courses, or if private school is better than public school. There is no black and white answer. Just because a school does not offer one or the other does not mean they can not produce good students. Similarly, a student can be extremely good without going through either program, as there are still plenty other recitals, festivals, or competitions that they can participate in, such as those outlined in my old post. These exams all offer motivation for students, and recognition for their achievement and hard work. However, studying piano is not about a race to Level 10. In fact, Level 10 is not a realistic goal for the average student. The CM program awards Senior Medal to seniors who have completed Level 7, a realistic goal for the average student that puts in decent amount of practice. Beyond that, a student has to be truly dedicated and works extremely hard. At the same time, a student who has completed Level 10 in either or both programs is not guaranteed anything, it does not mean they will automatically be accepted into whatever college or university they want to go to. However, their applications will stand out, at least on paper, and they will have learned so many skills that they can apply later on. This post is not about the benefit of studying music, which of course there are numerous, so I won’t even elaborate on that. Some teachers do not believe in any exams at all, just as some teachers do not believe in competitions. However, students can learn many valuable lessons from taking part in these exams, as long as both students and parents have a realistic goal. 

My philosophy, as a teacher, is that I will offer as many opportunities as there are out there for students in my studio. Every student is different, some are better suited to certain opportunities. It bothers me when a transfer student comes and tells me their previous teacher or whoever they met said this program is more superior than that program, or that a particular program is “too easy,” etc. Every program has its merits, and every program is difficult, if you intend to go all the way to the top. I have entered students in both exams for many years, and have had students complete level 10 under both programs, so I honestly feel both programs are great, and hopefully one day my own daughter (she is turning 3 soon) will benefit from doing both programs.

So what is the short answer? Have a student try both exams. If they do well in both, and enjoy the process, why not? If they struggle in either or both, then listen to the teacher recommendation. May be exams is just not for them. But it most certainly  does not mean they should not continue to study music!

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“A word fitly spoken is like apples of gold in settings of silver,” Proverb 25:11. –Holy Bible

How true!

Here are 35 quotes in 5 categories to chew on, memorize, or frame for your music studio. Or if you’re like me, plaster them all over the house on sticky notes.

Some of them are good reminders. Others lift me up when I need it. They encourage me to be the best teacher of music students I can be. I enjoy others’ favorite quotes, or  ideas  about how to use them with students.

Your studio website is a great place to include a quote. Don’t have one? You get one when you use Music Teachers Helper!

Quotes to Facilitate Teaching

  1. “We’ve been given two ears and two eyes but only one tongue, so we should hear and see more than we speak.” –Greek proverb
  2. “I never teach anybody anything, I can only make them think.” –Socrates
  3. “I never teach my pupils. I only attempt to provide the conditions in which they can learn.” –Albert Einstein
  4. “The art of teaching is the art of assisting discovery.” –Mark VanDoren
  5. “Education is not the filling of a pail, but the lighting of a fire.” –William Butler Yeats
  6. “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.” –William Ward
  7. “Spoon feeding, in the long run, teaches us nothing but the shape of the spoon.” –E. M. Forster
  8. “The greatest sign of success for a teacher…is to be able to say, ‘The children are now working as if I did not exist.’” –Maria Montessori
  9. “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” –Clay P. Bedford
  10. “What a child digs for becomes his own possession.” –Charlotte Mason
  11. “Teaching kids to count is fine, but teaching them what counts is best.” –Bob Talbert
  12. “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” –Aristotle
  13. “I’m not a teacher, but an awakener.” –Robert Frost
  14. “Speak less. Listen more. Ask more.” –Robin Steinweg

Quotes on Caring and Kindness

  1. “Be a little kinder than you have to.” –E. Lockhart
  2. “Never discourage anyone who continually makes progress, no matter how slow.” –Plato
  3. “Everything you don’t know is something you can learn.” –Anonymous
  4. “No act of kindness, no matter how small, is ever wasted.” –Aesop
  5. “The best teachers teach from the heart, not from the book.” –Anonymous

Quotes of Inspiration and Art

  1. “A great work of art is made out of a combination of obedience and liberty.” –Nadia Boulanger
  2. “If you cannot teach me to fly, teach me to sing.” –Sir James Barrie
  3. “Music is not hard. Climbing Mount Everest is hard. Music merely makes you think.” –Patti Coxwell
  4. “Conflict resolution is only a half-step away.” –Anonymous
  5. “Music is the movement of sound to reach the soul for the education of its virtue.” –Plato

Quotes on Creativity

  1. “A painter paints on canvas. Musicians paint their pictures on silence.” –Leopold Stokowski
  2. “You can’t wait for inspiration, you have to go after it with a club.” –Jack London
  3. “Originality is nothing but judicious imitation.” –Voltaire (for more on this subject–Steal Like an Artist )
  4. “Do not let the endless succession of small things crowd great ideals out of sight and out of mind.” –Charlotte Mason
  5. “Think left and think right and think low and think high. Oh, the thinks you can think up if you only try!” –Dr. Seuss

Quotes to Help the Musician-in-Progress

  1. “It isn’t where you came from, it’s where you’re going that counts.” –Ella Fitzgerald
  2. “Lemonade comes from lemons. Take that mistake and make something brilliant of it!” –Robin Steinweg
  3. “Don’t let what you cannot do interfere with what you can do.” –John Wooden
  4. “Young people can learn from my example that something can come from nothing. What I have become is the result of my hard efforts.” –Franz Joseph Haydn
  5. “Patience, persistence and perspiration make an unbeatable combination for success.” –Napoleon Hill
  6. “Have no fear of perfection, you’ll never reach it.” –Salvadore Dali
  7. “Accentuate the positive.” –Harold Arlen
  8. “I’d far rather hear a student make music with mistakes than hear a perfect rendition of notes on a page.” –Robin Steinweg

What quotes inspire you? We’d love to hear them!

Music Teachers Helper

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