Difference between revisions of "TCL Grade 4 Orchestral Percussion"

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==General Info==
 
==General Info==
 
Candidates taking a Orchestral Percussion exam are required to:
 
Candidates taking a Orchestral Percussion exam are required to:
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| 6 || Nine to Five  || [[Ben Hans]] || [[40 Intermediate Snare Drum Solos]] || [[Hal Leonard]]
 
| 6 || Nine to Five  || [[Ben Hans]] || [[40 Intermediate Snare Drum Solos]] || [[Hal Leonard]]
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| 7 || No. 11 || [[Keith Larson]] || [[Artistic Studies for Snare Drum]] || [[C. Alan Music Publications]]
 
| 7 || No. 11 || [[Keith Larson]] || [[Artistic Studies for Snare Drum]] || [[C. Alan Music Publications]]
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| 5 || Ronduet #2 || [[Gert Bomhof]] || [[Solo Pieces for Timpani]] || [[De Haske]]
 
| 5 || Ronduet #2 || [[Gert Bomhof]] || [[Solo Pieces for Timpani]] || [[De Haske]]
 
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| 6 || Gopak || [[Jan Faulkner]] || [[Percussion Exam Pieces & Studies Timpani: Grades 1-5]] || [[Trinity College London Press]]
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| 6 || Gopak || [[Jan Faulkner]] || [[Percussion Exam Pieces & Studies Timpani: Grades 1-5]] || [[Trinity College London Press]] || <embedvideo service="youtube"> https://www.youtube.com/watch?v=kO9e339TwBg </embedvideo>
 
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| 7 || Winter Thunder || [[Mike Hannickel]] || [[FIRST RECITAL SERIES (Timpani)]] || [[Curnow Music]]
 
| 7 || Winter Thunder || [[Mike Hannickel]] || [[FIRST RECITAL SERIES (Timpani)]] || [[Curnow Music]]
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| 10 || Waltz for L || [[Fons van Gorp]] || [[Big Swing Pop]] || [[De Haske]]
 
| 10 || Waltz for L || [[Fons van Gorp]] || [[Big Swing Pop]] || [[De Haske]]
 
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| 11 || Gallop #2 || [[Ivos Weijmans]] || [[13 Pieces for Mallet]] || [[De Haske]]
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| 11 || Gallop #2 || [[Ivos Weijmans]] || [[13 Pieces for Mallets]] || [[De Haske]]
 
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| 12 || Alla Pollacca || [[Nebojsa Jovan Zivkovic]] || [[Funny Xylophone (Book 1)]] || [[Gretel-Verlag]]
 
| 12 || Alla Pollacca || [[Nebojsa Jovan Zivkovic]] || [[Funny Xylophone (Book 1)]] || [[Gretel-Verlag]]
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== Sight reading ==
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This test assesses candidates’ ability to perform a previously unseen musical extract, at a level approximately two grades lower than the exam being taken.
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===About the Test===
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After 30 seconds’ preparation time, candidates perform a previously unseen musical extract at a level lower than the exam being taken.
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=== Supporting Publications ===
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For practice purposes, sample Sight-reading tests are published by [[Trinity College London Press]] in [[Graded Percussion Sight-Reading, Grades 1-8]]. Purchasing the book is not a requirement.
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== Aural ==
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This test supports the development of candidates’ abilities in musical perception and understanding by requiring them to recognize musical features by ear (for example meter and pulse, pitch, performance characteristics). All questions are based on a single musical example played at the [[piano]] by the examiner.
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Candidates are asked to describe various features of the music such as dynamics, articulation, texture and style. Candidates are not required to sing. <br/>
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1. Listen to the melody twice times, clap the pulse on the second playing and stressing the strong beat, identify the time signature after clapping. <br/>
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2. Listen to the melody twice, identify the changing tonality and the final cadence (Perfect, Plagal, Imperfect or Interrupted) <br/>
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3. Listen to two notes from the melody line played consecutively and identify the interval<br/>
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4. Study a copy of the piece and listen to it once as written and once with a change of rhythm and a change of pitch (both changes in the melody line)<br/>
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== Improvisation ==
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This test assesses candidates’ ability to improvise fluently, coherently and creatively in response to a musical stimulus. Candidates perform an improvisation based on a stimulus chosen from the following options:
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* Stylistic
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* Motivic
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* Harmonic
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=== Stylistic stimulus ===
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This option requires candidates to improvise on their instrument over a notated accompaniment played by the examiner at the piano.
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* Candidates are given a stimulus which includes the notated piano part and chord symbols. The stimulus begins with a two-bar introduction played by the examiner alone, followed by a further section over which candidates must improvise for a specified number of repeats.
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* The examiner plays the stimulus twice for candidates’ reference, without repeats.
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* Candidates are then given 30 seconds’ preparation time, during which they may prepare for their improvisation aloud.
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* The test then follows. The examiner plays the stimulus again, and candidates join in after the introduction, improvising for the specified number of repeats. Candidates should aim to improvise in a way that complements the musical style of the stimulus.
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=== Motivic stimulus ===
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This option requires candidates to improvise solo in response to a short melodic fragment.
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* Candidates are given a notated melodic fragment, which the examiner plays twice on the piano for candidates’ reference.
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* Candidates are then given 30 seconds’ preparation time, during which they may prepare for their improvisation aloud.
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* The test then follows. Candidates should aim to improvise within the specified duration range and may begin by quoting the stimulus directly, developing their improvisation from there. However, they are not required to quote the stimulus directly, and may instead develop their improvisation from ideas taken from the stimulus such as a small group of notes or an interval. Responses must use the given time signature.
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=== Harmonic stimulus ===
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This option requires candidates to improvise solo in response to a chord sequence.
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* Candidates are given a notated chord sequence, including chord symbols, which the examiner plays twice on the piano for candidates’ reference.
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* Candidates are then given 30 seconds’ preparation time, during which they may prepare for their improvisation aloud.
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* The test then follows. Candidates should improvise for the specified number of repeats, following the chord sequence. Responses should contain melodic / rhythmic interest.
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== Musical Knowledge ==
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This test encourages learners to understand the wider musical context of the pieces they play, as well as their knowledge of notation and their instrument. Examiners ask carefully graded questions based on candidates’ chosen pieces. Questions refer to the solo line only, and not the accompaniment. In the exam, candidates choose which piece they would like to be asked about first. Examiners then choose a second piece for the remaining questions. Candidates’ musical scores should be free of annotations which might aid their responses. Examiners usually point to the relevant part of the score when asking questions. Candidates can use American terms (eighth note, half note, etc) as an alternative to English terms (quaver, minim, etc).
  
 
==Reference==
 
==Reference==
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[[Category: Percussion Exam Syllabus]]
 
[[Category: Percussion Exam Syllabus]]
 
[[Category: TCL Exam Syllabus]]
 
[[Category: TCL Exam Syllabus]]
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[[Category: Grade 4 Percussion Exam Syllabus]]
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[[Category: Grade 4 Percussion Exam Syllabus]]   -->

Latest revision as of 05:00, 9 August 2023

Members of TCL Will need to contact the admin to add this contact back to the database. I have questions as to how your organization is using this site. Thank you!

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