![]() ![]() There are tests for grades 1-3 in the first book. Ronald Smith Aural Training in Practice ABRSM Book 1 Grades 1-3Īural Training in Practice has been developed to support the Associated Board of the Royal Schools of Music (ABRSM) aural tests for their practical examinations. Recently a newer edition of this book has been published, however, this is the copy I have in my studio: This is the stand out print book and my current favourite for development of aural skills with students.Īural Training in Practice- Ronald Smith-ABRSM This progressive analysis allows students to build on their aural observation skills and requires more instinctive responses. Students are asked to identifying the point the change occurs. Finally the original melody is played again, then once more with a change in it. Next, the melody is played again for the student to identify staccato or legato touch. For example, in grade one a melody is played and the student is asked to clap back the rhythm and identify the time signature, then after another play of the melody, identify if the last note is higher or lower than the first. What I enjoyed most about this method is that it tends towards tests that have musical context (I will play the first two notes from a melody, what interval do they make?) and use questions that build on the same melody. musical memory, regular pulse, higher/lower pitch). It also highlights what the question is developing (i.e. I particularly like that this book explains each test and the parameters that are set. The book includes CDs with examples of the tests and an answer booklet that has notated examples. It has been designed to be used in lessons with the teacher or by a student at home. This is a book of specimen tests for the aural component of Trinity College exams initial through to grade 5. ![]() This is a book I have recently added to my collection in my recent Trinity College exam book buy up! If there are other books out there that you would recommend, please leave a comment and I will investigate and add that to my review panel! So without further ado, here are the books currently on my studio shelf: Trinity College London Aural Book 1: Please keep in mind that there are so many things you can do with students to develop their aural skills in those early years that go beyond the technical testing style offered in these books. This list is by no means exhaustive, it is a collection of books on the market for aural training, test and exercises for students beyond the beginner (primer) stages. Is there something we should be looking at that isn’t mainstream? What is the best thing on the market? Are there things students can use at home? I wanted to discover what was good, useful and helpful in the development of students’ aural skills. So here today is the beginning of the series, specific print books and resources out there for piano teachers to use in lessons. My reading has led me to devise something of a series on Aural Development: Print Resources, Tech Resources, Resources for Early Development and finally, Auditory Processing: Information for Music Teachers. It is so vast that I am really just covering the tip of the iceberg currently and would like to further research some paths before I draw any conclusions worth sharing. ![]() It is a very broad topic when looking at auditory processing, how it works, what dysfunctions can be present and how we utilise different techniques in order to benefit our students’ musical education. I am still reading through much of the research. I want to learn more and gain more understanding to be a better teacher. Medical journals, text books, auditory processing diagnosis and management specialists and parents with children with auditory processing issues. Why? What happens after the first bar of music that they can’t remember the rest? How can I assist them to increase their aural memory and attention span? What is it specifically that is causing this issue? ![]() Rhythmic clapping is mostly ok, as long as it isn’t too long, but adding the melody to remember seems to short out their fuse. In particular this stems from a couple of students who struggle to remember simple short phrases (think 2 bars of 4/4) to sing back. Singing and aural development has always been a part of my teaching but I feel the need to do some further research and find some more tools to work with some specific students. Recently I have been considering the ways I develop aural skills with my students and other alternatives that may be available. ![]()
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