Thank you for this overview. My tween aged daughter is about to sit the current trinity grade 4 exam, and is not enjoying the classical pieces as much as her "fun pieces". She was quite excited to hear about the repertoire change. Her current teacher is retiring at the end of the year and I need to decide whether or not to find a teacher to continue trinity with, or switch to a teacher who uses the AMEB syllabus. Either way I will purchase the trinity books. I will head over to your podcast for the full review.
So would LCM be a better choice in your opinion? Also, by any chance do you cover, in any video, the "theory" that is taught alongside the "piano stuff" in any of these courses. Unable to get a clear picture. Thanks.
It really depends on what you want from exams, and your own personal taste! I haven't done any videos on theory specific to Trinity exams, I suspect this would be a bit 'niche', this is where it would be useful to find a teacher 😎
Hi there, thank you for the hard work you've done. I'm happy to hear that some women composers have been added, I think this is very positive. In any case, I totally agree with you about putting on the same level pupils that study pure classical music and those that only do pop and film music: I don't find it fair and they should do different exams. I'm an adult, started playing the piano 3 years ago from 0. Although I like some pop music, obviously, I think that classical music teaches you not only to play the piano but also something about history, culture, discipline and so on.
I’m just a hobbyist who’s going to get the Trinity books after watching this review, so my opinion isn’t exactly coming from an academic background. I like this change for myself, but I also think the switch of focus to more popular music will be good for a lot of future composers starting their careers with the Trinity syllabus. I don’t think a film/game composer is going to be asked to do something in the style of Gustav Holst or Rachmaninoff, as opposed to John Williams, or John Powell, or Thomas Newman...etc. The major problem I see is pop music pieces not providing enough information/learning material. I’d rather not learn 5 very similar pieces as part of a syllabus. On my own, that’s fine, if I like and choose the songs myself. But not as part of my studies.
The previous 2021-2023 syllabus is valid indefinitely- you can get more details from my more thorough review here (with shownotes): heartofthepiano.com/e37-decolonising-piano-education-the-radical-new-trinity-piano-syllabus-and-unpacking-the-many-cans-of-unleashed-worms/
It was at that point in the video when you said you could get away with all 'non classical' . My examination of sylabus indicates you need 'art music' pieces in Grade 6 and above
Can you direct me to where it says that in the syllabus? I've since watched a Zoom session with representatives from Trinity who confirmed there are no requirements to include classical or 'art music' in your exam.
It doesnt Say it but you continue in 6 and above to need at least one piece in list A which doesnt include pop, film pieces. It may contain a few more modern pieces that would have been in list B
List A pieces are more technically demanding pieces but can be pop & film. There are loads of jazz list A pieces so immediately possible to not play any classical pieces- but there's also for example To Zanarkand (from Final Fantasy X) in grade 7, and Love Yourself (Justin Bieber) in grade 6 which are list A pieces
Respectfully, this sounds a bit elitist. 1) Saying that the syllabus means nothing just because of the inclusion of much more modern pieces make no sense at all. It's important to remember that the pieces are still grade relevant and arranged in such a way that the skill which would be acquired by playing classical music are still picked up here (albeit minus the abandoned musical techniques) 2) Especially saying that modern music doesn't have to studied/legitimised is ridiculous, that's basically asking for the musical syllabus not to evolve with the musical world. It's like saying that contemporary art shouldn't be analysed because they were made released. Classical music shouldn't be a default in a modern music world. 3) This video feels as though you've completely forgotten that the previous 2021 syllabus is still 100% valid for examination in the 2023 syllabus. The lack of classical music is compensated by that. 4) I don't see how it could possibly be a bad thing that more people can enjoy a musical syllabus. More options = more interest. Personally, I've struggled at being motivated to complete the 2021 syllabus at grade 3 and 5 level as I've found the selection to be too linear. (side note: I don't really know what 'de-colonisation' of music has to do with this, it's about the music, not the composer I know personally that my choice of pieces wouldn't be affected by the composer of a piece). 5) As a teacher, I find it concerning that you can't see the benefit of exposing students to newer material, it creates a holistic understanding of music and it's evolution. If you feel the need to, you can always suggest that a student selects one jazz or classical song to accompany their pop selections but I would just let them pick the pieces they feel connected to. I just don't get why you're so cynical about the adoption of pop in a formal musical syllabus. It feels to some extent as though you're trying to keep formal practical musical training behind a wall, only scalable by those willing to study a non diverse syllabus. Music is an art and art is ever changing. I'd love to have discussion about this if you would like to Cheers
Thanks for the comments, I'm absolutely open to discussion! However, I'm curious if you've listened to the full review on the podcast? I tried to keep the review here very brief for TH-cam and I think I address many of your points in the full review. I play electric guitar in all kinds of styles and encourage my students to be open to all genres, but I believe that different genres have different challenges and difficulties. I encourage some of my students to take jazz or rock exams. But I don't think it's right to have a formal qualification where the people doing higher-level classical pieces are getting the same value qualification as people playing pop music. They are not comparable. Let me know if you've listened to the full review? 😎
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Thank you for your hard work 👏👏👏
Thank you for this overview. My tween aged daughter is about to sit the current trinity grade 4 exam, and is not enjoying the classical pieces as much as her "fun pieces". She was quite excited to hear about the repertoire change. Her current teacher is retiring at the end of the year and I need to decide whether or not to find a teacher to continue trinity with, or switch to a teacher who uses the AMEB syllabus. Either way I will purchase the trinity books.
I will head over to your podcast for the full review.
So would LCM be a better choice in your opinion? Also, by any chance do you cover, in any video, the "theory" that is taught alongside the "piano stuff" in any of these courses. Unable to get a clear picture. Thanks.
It really depends on what you want from exams, and your own personal taste!
I haven't done any videos on theory specific to Trinity exams, I suspect this would be a bit 'niche', this is where it would be useful to find a teacher 😎
@@HeartofthePiano Got it thanks :)
@@HeartofthePiano Yes got it. :)
Hi there, thank you for the hard work you've done.
I'm happy to hear that some women composers have been added, I think this is very positive. In any case, I totally agree with you about putting on the same level pupils that study pure classical music and those that only do pop and film music: I don't find it fair and they should do different exams.
I'm an adult, started playing the piano 3 years ago from 0. Although I like some pop music, obviously, I think that classical music teaches you not only to play the piano but also something about history, culture, discipline and so on.
I’m just a hobbyist who’s going to get the Trinity books after watching this review, so my opinion isn’t exactly coming from an academic background.
I like this change for myself, but I also think the switch of focus to more popular music will be good for a lot of future composers starting their careers with the Trinity syllabus. I don’t think a film/game composer is going to be asked to do something in the style of Gustav Holst or Rachmaninoff, as opposed to John Williams, or John Powell, or Thomas Newman...etc.
The major problem I see is pop music pieces not providing enough information/learning material. I’d rather not learn 5 very similar pieces as part of a syllabus. On my own, that’s fine, if I like and choose the songs myself. But not as part of my studies.
When the old syallabus closed
The previous 2021-2023 syllabus is valid indefinitely- you can get more details from my more thorough review here (with shownotes): heartofthepiano.com/e37-decolonising-piano-education-the-radical-new-trinity-piano-syllabus-and-unpacking-the-many-cans-of-unleashed-worms/
@@HeartofthePiano ok thanks
Does look like you could in top grades
I'm not sure I understand- like you could do what in top grades? 🙂
It was at that point in the video when you said you could get away with all 'non classical' . My examination of sylabus indicates you need 'art music' pieces in Grade 6 and above
Can you direct me to where it says that in the syllabus?
I've since watched a Zoom session with representatives from Trinity who confirmed there are no requirements to include classical or 'art music' in your exam.
It doesnt Say it but you continue in 6 and above to need at least one piece in list A which doesnt include pop, film pieces. It may contain a few more modern pieces that would have been in list B
List A pieces are more technically demanding pieces but can be pop & film.
There are loads of jazz list A pieces so immediately possible to not play any classical pieces- but there's also for example To Zanarkand (from Final Fantasy X) in grade 7, and Love Yourself (Justin Bieber) in grade 6 which are list A pieces
Respectfully, this sounds a bit elitist.
1) Saying that the syllabus means nothing just because of the inclusion of much more modern pieces make no sense at all. It's important to remember that the pieces are still grade relevant and arranged in such a way that the skill which would be acquired by playing classical music are still picked up here (albeit minus the abandoned musical techniques)
2) Especially saying that modern music doesn't have to studied/legitimised is ridiculous, that's basically asking for the musical syllabus not to evolve with the musical world. It's like saying that contemporary art shouldn't be analysed because they were made released. Classical music shouldn't be a default in a modern music world.
3) This video feels as though you've completely forgotten that the previous 2021 syllabus is still 100% valid for examination in the 2023 syllabus. The lack of classical music is compensated by that.
4) I don't see how it could possibly be a bad thing that more people can enjoy a musical syllabus. More options = more interest. Personally, I've struggled at being motivated to complete the 2021 syllabus at grade 3 and 5 level as I've found the selection to be too linear. (side note: I don't really know what 'de-colonisation' of music has to do with this, it's about the music, not the composer I know personally that my choice of pieces wouldn't be affected by the composer of a piece).
5) As a teacher, I find it concerning that you can't see the benefit of exposing students to newer material, it creates a holistic understanding of music and it's evolution. If you feel the need to, you can always suggest that a student selects one jazz or classical song to accompany their pop selections but I would just let them pick the pieces they feel connected to.
I just don't get why you're so cynical about the adoption of pop in a formal musical syllabus. It feels to some extent as though you're trying to keep formal practical musical training behind a wall, only scalable by those willing to study a non diverse syllabus. Music is an art and art is ever changing.
I'd love to have discussion about this if you would like to
Cheers
Thanks for the comments, I'm absolutely open to discussion!
However, I'm curious if you've listened to the full review on the podcast? I tried to keep the review here very brief for TH-cam and I think I address many of your points in the full review.
I play electric guitar in all kinds of styles and encourage my students to be open to all genres, but I believe that different genres have different challenges and difficulties. I encourage some of my students to take jazz or rock exams. But I don't think it's right to have a formal qualification where the people doing higher-level classical pieces are getting the same value qualification as people playing pop music. They are not comparable.
Let me know if you've listened to the full review? 😎
@@HeartofthePiano Thanks for the response, haven't listened to the full review yet but I'll definitely get to it and let you know 👍