What is a Music Medal ABRSM

Music Medals
Music Medals assessments provide motivational goals and
tangible rewards for progress supported by a unique range of
afordable and award-winning music for beginners.
The assessment is made by the teacher in their role as Teacher-Assessor
and this is moderated by ABRSM.
Assessments are accredited by Ofqual and the corresponding
authorities in Wales and orthern !reland
Who can ta"e a Music Medal#
Music Medals assessments are a$ailable to candidates through pri$ate
teachers% &' schools and Music Ser$ices.
The Music Medals assessment
There are fve progressive levels ( )opper% Bron*e% Sil$er% +old and
,latinum.
There are three components in a Music Medals assessment-
Ensemble
The candidate plays an individual line in an ensemble piece for
two, three or four players. Each line must be performed by a
single player. nly the Medal candidate is assessed, and not the
other ensemble members.
What is the aim of this component#
Ma"ing music together is a distincti$e and essential part of Music Medals. .eading the
ensemble% counting in% gi$ing appropriate cues% listening% balancing and blending are all $ital
s"ills that the /nsemble component of the Medal helps to de$elop.
Solo
The candidate plays one piece from the solo repertoire list for
their instrument.
What is the aim of this component#
,erforming as a soloist helps a Music Medals candidate to de$elop musical independence and
indi$iduality% allo0ing young musicians to focus on their o0n sound as 0ell as their personal
e1pression.
Options Test
The candidate selects one ption test from a choice of four.
!andidates can play to their own individual strengths.
What is the aim of this component#
While it is e1pected that candidates 0ill play to their strengths in the Medal% it is hoped that
teachers 0ill encourage pupils to de$elop their ability in the full range of acti$ities co$ered by
these tests% 0ithin a general frame0or" of creati$ity% game-playing and e1perimentation.
The four Options ha$e been designed so that pupils can choose a test 0hich best displays their
de$eloping s"ills. Those 0ho are particularly 2uent 0ith notation may 0ish to choose the Sight-
reading option% 0hile others 0ill prefer to use their creati$ity in the Make a tune test by
impro$ising a short melody using a gi$en rhythm. Call & response also nurtures impro$isation
s"ills% 0ith the candidate reacting to a melodic stimulus gi$en by the Teacher-Assessor.
Question & answer combines the elements of sight-reading and creati$ity.
ption " # !all and $esponse
This Option test is ta"en entirely by ear.
)andidates 0ho select this Option are required to pro$ide a response on their instrument to
each of t0o separate short phrases of unfamiliar music played by the Teacher-Assessor.
The "ey is stated% and the starting note of the 3rst phrase named and played% by the Teacher-
Assessor% 0ho also counts in t0o bars before playing the 3rst phrase.
The musical interaction should be continuous% in time and 0ithout a brea".
ption % # Ma&e a Tune
)opper and Bron*e le$els
'ere, the candidate is required to ma&e up a tune on his or her instrument using a
given rhythm at a set speed.
At )opper and Bron*e le$els% candidates ha$e the choice of ta"ing the test by ear or at sight
from notation. !f ta"en by ear% the rhythm is clapped follo0ing a t0o-bar count-in. This is
repeated a second and third time% after 0hich the candidate is gi$en half a minute to prepare
before being as"ed to play his or her tune.
!f ta"en at sight% candidates are gi$en the notated rhythm% then t0o bars of the pulse and half
a minute of preparation time before being counted in for t0o bars. Because some teachers use
crotchets and qua$ers 3rst 0hile others use minims and crotchets% the tests at )opper le$el are
0ritten in t0o $ersions% from 0hich the Teacher-Assessor chooses.
At )opper and Bron*e le$els% candidates must use at least three pitches to pass.
Sil$er% +old and ,latinum le$els
The candidate is required to ma&e up a tune on his or her instrument using a given
rhythm and in a specifed &ey.
4rom Sil$er le$el% all candidates choosing this test are gi$en the rhythm in notation only. After
being gi$en t0o bars of the pulse% they ha$e half a minute of preparation time before being
counted in by the Teacher-Assessor for t0o bars.
4rom Sil$er le$el% candidates must use at least 3$e pitches to pass
ption ( # )uestion and *nswer
)opper le$el
'ere, the candidate is required to play two separate one-bar rhythms in +,+ on their
instrument, in time and as an echo.
The Teacher-Assessor should either clap the rhythms or play them on one note. o preparation
time is gi$en.
The ans0ers may be played on a single note or on a series of notes% although there is no
additional credit for using more than one note. The Teacher-Assessor counts in t0o bars before
the 3rst rhythm.
Bron*e% Sil$er% +old and ,latinum le$els
-rom .ron/e level, the candidate is required to play at sight a two-bar passage of
unfamiliar music and to improvise a two-bar answering phrase.
After gi$ing t0o bars of the pulse% the Teacher-Assessor allo0s the candidate half a minute of
preparation time and then gi$es a t0o-bar count-in.
ption + # 0ight-reading
!andidates who select the 0ight-reading ption are required to play four bars of
unfamiliar music, following half a minute of preparation.
The Teacher-Assessor ad$ises that the candidate may try out any part or parts of the test for
half a minute before playing the 0hole test.
There are no tempo indications as candidates are encouraged to establish an appropriate
tempo for themsel$es% ta"ing into account the speed at 0hich they can play the music 0hile
maintaining a steady pulse and% at the higher le$els% the character of the music.