TCSM MUSIC ASSESSMENTS ARE INTENDED TO BE:
Since the TCSM assessment scheme was devised, the syllabus has developed into perhaps one of the broadest of music assessment schemes, that encourages the candidates to aim for the highest of standards, whist achieving their goals, and focusing /gaining enjoyment from practice and the required preparation for the assessments.
As such, whilst being structured, the assessments are now recorded and sent into the school, along with the the following in PDF format:
This way, it is felt that the candidate can be more relaxed and can better demonstrate their talents and realize their full potential. Please visit the 'How They Work' page for further information or contact the school.
Email: Three Counties School of Music
All the assessments are intended to be an enjoyable way of measuring a candidate's level of progress and indeed their musical ability, whilst providing encouragement in their studies and gaining a sense of achievement.
The assessments are not intended to compete with the internationally recognised music examination boards, therefore TCSM always encourages students, (particularly those who are wishing to pursue music as a profession), to continue to use these boards.
ACCREDITATION & UCAS POINTS
Due to the newly formed association and cooperation in future initiatives with the already well established and successful Faculty of Liturgical Musicians
(FLM), in conjunction with Johann Heinrich Pestalozzi Christian University (JHPCU), USA, the Three Counties School of Music's popular qualifications, which continue to motivate and encourage candidates to persevere to a high level with their studies, are now also recognised by the Faculty of Liturgical Musicians and Johann Heinrich Pestalozzi Christian University, USA.
TCSM is an independent assessment board and is not publicly funded. Therefore none of the The TCSM assessments are accredited and as such, they are not a source of gaining UCAS points.
Three Counties School of Music always encourages applicants to grasp the opportunity to write in their Personal Statement (part of the UCAS application form) about their musical journey and interests, experiences and achievements, plus their success in any musical qualifications. Therefore, whilst UCAS points can be valuable in gaining admission to Higher Education establishments, TCSM feels that in some cases, relevant experience can perhaps be just as important.
There are currently no pre-requisites required for candidates wishing to enter for any of the grades, performance certificates, or for the DipTCSM diploma.
However, candidates wishing to enter for the Associate and Fellowship diplomas will need to produce proof that they have either passed the DipTCSM or ATCSM qualification, or that they have gained an equivalent qualification from another organisation), or that they can submit to the school sufficient evidence that they have already attained suitable, and relevant experience, that would be required for the level of diploma they wish to take.
The performance diploma assessments aim to shape candidates into confident performing musicians who are expected to have gained the following:
Portfolio of the candidates' musical experiences, interests, activities, achievements and qualifications etc e-mailed to the school in PDF format.
The School stipulates that candidates' who are going to work towards an assessment, MUST email their chosen programme into the school as soon as it has been chosen, in order to check that the planned programme is of the correct level for the chosen assessment. The school will then confirm by email, if the planned repertoire is suitable.
The diplomas in composition / Singer-songwriter via a portfolio offer candidates challenges that allow them to demonstrate that they have a working knowledge and a variety of skills. for composition diplomas this will include the use of different compositional techniques such as:
SINGER- SONGWRITER DIPLOMAS
For Singer/songwriter diplomas, the candidate must demonstrate that they have a working knowledge of the following: