Foundation Piano Level 1

Transcription

1 Foundation Piano Level 1 Be able to sit comfortably in a balanced position and play with basic dynamics. Have a good hand shape without flat fingers. Read a range of notes over a fifth in both treble and bass clefs (without accidentals) using semibreves, dotted minims, minims and crotchets. Play similar rhythmic patterns. Be able to play with a steady pulse with hands separately or together. Be able to play with legato and staccato articulation. Fingering to be appropriate and consistent. Play tunes using a fixed 5-note hand position (in both hands) and with accompaniment in the LH no faster than crotchets. Hands in similar and contrary motion. Repeat accurately short melodic or rhythmic phrases played by the teacher (incorporating dynamics) Play a part in a duet keeping in time with the other players

2 Foundation Piano Level 2 Be aware of the functions of both pedals and begin to use the sustaining pedal effectively Read a range of notes over one octave in both hands (with accidentals) using notes from semibreves to quavers including dotted notes. Play similar rhythmic patterns. Play with a steady pulse and be able to change hand positions fluently by passing the thumb under. Play a C major scale over one octave with both hands together, and with correct fingering. Play tunes with independent bass lines moving in crotchets or quavers and containing some 2 note chords Be able to play a simple tune by ear rather than with notation. Be able to convey the character of a piece of music.

3 Foundation Piano Level 3 (Grade 1) Be able to maintain consistent tone quality when changing hand position. Read the complete treble and bass clefs plus 2 leger lines above or below and notes (with accidentals) and rhythms from semibreves to semiquavers including dotted notes. Be able to shape phrases in 2/4, 3/4, 4/4 and 6/8 time- signatures. Play scales and arpeggios with 1 accidental (major and minor) with both hands together over 1 octave (but note that ABRSM exams require 2 octaves with hands separately). Be able to play with different articulations in each hand at the same time. Play tunes with independent bass lines moving in crotchets or quavers or occasionally semiquavers and containing some 3 note chords. Work out a simple tune by ear and accompany with 5ths or 6ths in the left hand. Be able to perform with a sense of occasion and acknowledge applause.

4 Intermediate Piano Level 1 Be able to control the tone so as to distinguish between melody and accompaniment. Read the complete treble clef and bass clefs plus 3 leger lines above and below. Syncopated rhythms e.g. quaver- crotchet-quaver. Be able to play pieces in which the accompaniment is in the RH and the tune is in the LH. Scales and arpeggios with 1 accidental over 2 octaves and both hands together. Play pieces containing accompanying triad chords in root position or inversions. Sensible fingering to be used. Improvise a melodic line over a given chord sequence. Perform a piece from memory.

5 Intermediate Piano Level 2 (Grade 2) Develop staccato touch at a range of dynamic levels Read music notated in 2 treble clefs or 2 bass clefs and read syncopation involving ties across beats. Understand swing quaver notion. Play melody lines containing short passages of legato thirds. Develop independence of hands so as to be able to play contrasting rhythms in each hand e.g. LH quavers with RH dotted quavers. Scales and arpeggios with 2 accidentals over 2 octaves (major and minor). Pieces with 2 part textures in each hand where, in one hand, one part is sustained whilst the other moves. Work out a tune by ear in a mode or a minor key. Play a part in a more complex duet and be able to evaluate success of performance.

6 Intermediate Piano Level 3 (Grade 3) Develop an ability to voice a chord so as to bring out the top note. Read more complex notation including triplets, dotted quaver-semiquaver (both ways round),semiquaver-quaver- semiquaver groupings, demisemiquavers and spread chords. Be able to play in a variety of extended hand positions with greater fluency. Use a larger dynamic range. Play fast passages with consistent fingering. Scales and arpeggios up to 3 accidentals over 2 octaves (major and minor). Be able to perform a variety of Grade 3 pieces which may have continuous semiquaver passages, or involve crossing the hands or have contrasts of articulation and dynamics. Some will have 3 or 4 note chords in either hand. Improvise within a specified genre e.g. over an Alberti bass or in a blues style. Perform the same piece in contrasting styles by changing the dynamics, articulations or harmony.

7 Advancing Piano Level 1 (Grade 4) Be able to make rapid leaps across the keyboard with accuracy. Read up to 5 leger lines and be able to read cluster chords of 4 or 5 notes. Be able to perform finger substitution, play 2 against 3 and respond to harmonic changes with suitable pedalling. Scales and arpeggios up to 4 accidentals over 2 octaves (major and minor). Be able to perform a variety of Grade 4 pieces which will have a much wider note range than previously, leaps of a 10th or more and a much wider range of dynamics and articulation. Be able to suggest suitable chords to use to harmonise a melody and play such chords with the given melody. Perform convincingly to others incorporating aspects of own interpretation.

8 Advancing Piano Level 2 (Grade 5) Demonstrate flexibility of upper body when playing at the extreme ends of the keyboard. Read notation for the extreme end of the keyboard and read music written on 3 staves for 2 hands. Demonstrate clarity and control in fast passages with consistent fingering. Move accurately to new hand positions when playing 4- part harmony. Scales and arpeggios up to 5 accidentals over 2 octaves (major and minor) N.B. 3 octaves for ABRSM. Be able to perform a variety of Grade 5 pieces which may involve time-signatures such as 9/8, 12/8, 5/4 or frequent changes of time within a piece or extensive numbers of accidentals. Improvise over chord sequences using blues scale, pentatonic scale or modes. Perform with others in a group and contribute to collective decisions. Reflect on and evaluate own performances.