Three Counties music performance assessments are intended to be:
Since our assessment scheme was devised, the syllabus has developed into perhaps one of the broadest and accessible of muisc assessment schemes, which encourages students / candidates to aim for the highest of standards in order to achieve their goals, whilst .focusing on and gaining enjoyment from their practice, preparing for assessments and performing or composing in many different styles & genres.
As such, while structured, the performance assessments are intended to be conducted in an informal atmosphere, as relaxed candidates can better demonstrate their talents and realize their full potential. Similarly, there are no theory examinations or pre-requisites required for any grade, performance certificate or the first level diploma (DipTCSM).
Associate and Fellowship candidates will need to produce proof that they have passed the DipTCSM or ATCSM (or equivalent qualification) respectively.
While our performance assessments are primarily focusing on performance, candidates do also have the opportunity to display their general musicianship / knowledge in the ‘discussion’ section of most assessments, and to demonstrate their wider musical experiences and achievements by producing a ‘mixed media’ portfolio to present to the examiners.
The performance diploma assessments aim to shape candidates into confident performing musicians who are expected to have gained a sound technique, and to demonstrate other skills, such as programme planning, communication, organisation and research, all of which are required to deliver and perform a recital.
Our diplomas in composition / Singer-songwriter via portfolio are offering candidates challenges which allow them to demonstrate a variety of skills including different compositional techniques such as harmony, part-writing, harmonic development, rhythmic development, orchestration etc and the ability to work within a developed structure.
All our assessments are intended to be an enjoyable way of measuring a student’s level of progress and musical ability, providing encouragement in their studies and a sense of achievement. They are not intended to compete with the internationally recognised examination boards, therefore we encourage students, particularly those who are wishing to pursue music as a profession, to continue to use these boards.