A guide to the Viva Voce

requirements of ABRSM's
Diploma Exams

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Contents
General Information on the Viva Voce 3-4

The Purpose of the Viva Voce 3

The Conduct of the Viva Voce 3
How the Viva Voce affects the overall mark 4

Viva Voce: Teaching Diplomas 5-8

Topics that the Viva Voce will cover 5-6

How the Viva Voce is marked 7-8

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The Viva Voce - Guidance and Information for Diploma candidates

The Purpose of the Viva Voce

The Viva Voce is an important mode of assessment, providing an opportunity for candidates to demonstrate
their knowledge, approach and understandings with the examiners. In all cases it is used to reassure
examiners that the candidate is the author of all submissions made for the Diploma and examiners are asked
to comment specifically on this point in their reports. It is to be hoped that examiners will be able to reach
such a judgement in the normal course of events. However, if examiners perceive a significant discrepancy
between the level of authority communicated by the submission and the candidates performance in the Viva
Voce (after allowing for the fact that candidates may be nervous, and that some candidates are better at writing
than they are at spoken discourse), then it may be necessary to probe deeper. Candidates who have had
improper levels of assistance with their submission will usually be unable to express a clear view on the main
sources used in their investigation, or to expand on key issues contained in the work they have submitted.

In the Teaching line the Teaching Skills Viva Voce is the main part of the exam and includes performances
and demonstration of teaching techniques. Your own individual approach to teaching will be observed and
discussed.

The Conduct of the Viva Voce

Viva Voce exams vary in duration, content and style, according to the subject under examination. The
following general guidelines apply to all subject-lines.

(i) The tone and manner of Viva Voce exams is as relaxed as possible and every effort is made to
put candidates at ease. The opening questions are informal, progressing to topics on which
candidates are likely to be knowledgeable, then on to more challenging questions.

(ii) All questions are clearly and directly expressed and phrased so that they can elicit genuine
answers. Some will be open-ended, others will be more direct.

(iii) Candidates are not penalized if they ask for clarification of a question.

(iv) Examiners are not concerned by short periods of silence if candidates are considering their
answers.

(v) Candidates may opt not to answer a question because, for example, they feel they might
expose an area of fundamental ignorance. If this happens, examiners will assist the candidate
with a number of helpful prompts. Examiners will form a judgement as to whether a
candidates incapacity to offer an answer to a particular question or series of questions is a
significant factor in the assessment of the candidates overall performance in the exam.

(vi) Examiners may invite candidates to expand upon or clarify a particular point raised.
Demonstrations can take place at any point in the exam. Examiners will invite candidates to
indicate when they would like to perform, and demonstrations can be given at any time upon the
candidates initiative or the examiners request. It is perfectly permissible for candidates to
demonstrate a particular feature by performing it rather than describing it verbally, if this is
appropriate.

(vii) At the end of the exam candidates are given time to say something (if they so wish) which
emphasizes the value of their work.

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How the Viva Voce affects the overall mark
Programme Notes, Written Submissions, Case Studies and Videos of Teaching are drawn into Viva Voce
discussions. With the exception of Programme Notes (which are reviewed during the exam) these
requirements are assessed before the exam and given a guideline mark according to ABRSMs criteria.

The mark given to Section 2.1 Written Submissions for Teachers may be either confirmed or reduced,
depending on the supporting commentary given by the candidate during Viva Voce.

In the case of FRSM Case Studies and Video, the guideline mark contributes to the overall Viva Voce mark.
Because in these cases the Viva Voce covers others areas in addition to these submissions, the guideline mark
may be adjusted or confirmed on the basis of the candidates responses in the Viva Voce.

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Viva Voce: Teaching Diplomas
The ability to communicate both verbally and through musical demonstration is central to the art of
instrumental teaching. For this reason it is the main mode of assessment in the Teaching Diplomas. This
type of Viva Voce is designed to reflect your daily experience as a teacher. The specialist examiner will
administer the exam. The aim is to explore your ability to teach up to and including the level specified in
the Syllabus. At DipABRSM level, for example, you are required to explore repertoire up to and including
Grade 6 standard and you should be prepared to discuss openly and to answer questions relating to the
teaching of that repertoire.

The examiners will invite you to perform and demonstrate examples from the music you have brought with
you. They may also select other items from the Syllabus in order to amplify discussion and enable you to
reinforce answers to questions. Be prepared to act as teacher to one of the examiners. The Viva Voce also
draws on your Written Submission and, at LRSM level, the Case Study Portfolio and Video of Teaching
Practice. Examiners will ask open-ended and progressively more probing questions at each level of Diploma.
You will therefore have the opportunity to talk about teaching strategies and learning styles. Examiners will
be looking for a practical and personal approach to teaching.

Topics that the Viva Voce will cover

DipABRSM
Teaching Skills Viva Voce, (c.40 minutes) with demonstrations of teaching approaches, making use of current
graded repertoire up to and including ABRSM Grade 6. Candidates will be expected to prepare to perform
three pieces, one from each of the current ABRSM Grade 6 lists in the instrument taught. They will be
asked to perform extracts from these, as selected by the examiner, and to discuss teaching and learning issues
as they arise. The Viva Voce may cover issues relating to the teaching of pupils up to and including Grade 6
and also include matters arising from the Written Submission.

At DipABRSM level you may be asked questions

relating to the repertoire chosen for the teaching demonstration.
arising from the demonstration.
about your strategies, if you are not a keyboard, harp or guitar teacher, for making your pupils familiar
with the full texture of the accompaniments to their pieces.
relating to the Written Submission and the sources you have used.
that prompt you to expand on points of detail in the submission or which seek clarification or
expansion of points made.

LRSM

Teaching Skills Viva Voce, (c. 50 minutes) with demonstrations of teaching approaches, making use of current
graded repertoire up to and including ABRSM Grade 8. Candidates will be expected to be prepared to
perform a piece from each of the current ABRSM Grade 8 lists in the instrument taught, as selected by the
examiner, and discuss teaching and learning issues as they arise. The Viva Voce may cover issues relating to
the teaching of pupils up to and including Grade 8 level and also include matters arising from the Written
Submission, Case Study Portfolio and Video of Teaching Practice.

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Additionally, at LRSM level there may be questions:
arising from the video submission.
relating to the case studies in terms of their content and how the experience of teaching the pupils
featured has informed the approach taken in the demonstration.
designed to link the case studies, video submission, Written Submission and demonstration.

FRSM
Teaching Skills Viva Voce, (c. 60 minutes) with demonstrations of teaching approaches, making use of current
ABRSM graded repertoire up to and including DipABRSM. Candidates will be expected to prepare to
perform three pieces from the DipABRSM list in the instrument taught. One of these must be taken from
the list below and performed complete, normally at the beginning of the examination, whilst the other two
will be chosen by the candidate from the entire DipABRSM list and should provide stylistic contrast.
DipABRSM performance criteria will be applied both to the complete performance and the performance of
extracts from the other two pieces selected by the examiners. Candidates must provide their own
accompanists. The Viva Voce may cover issues relating to the teaching of pupils up to and including Grade 6
and also include matters arising from the Written Submission.

Additionally, at FRSM level there may be questions

on the relationship of your written submission to standard texts in that area.
that prompt you to expand on points of detail in the submission which are particularly interesting or
original.

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How the Viva Voce is marked
DipABRSM LRSM FRSM
42-60 Outstanding Outstanding Outstanding
Distinction communication skills and communication skills and communication skills and
Excellent. assured demonstration of authoritative a consummate
Candidate has the principles of demonstration of teaching demonstration of
demonstrated instrumental/vocal concepts, techniques and concepts, techniques and
exemplary teaching. Commanding processes. Commanding processes in music
standards in
knowledge of the knowledge of the education. An expert
most areas
examined.
instrument, its idiom and instrument, its idiom and knowledge of the
repertoire, and the repertoire, and the instrument, its idiom and
techniques required to techniques required to repertoire, and the
teach that repertoire. An perform and teach that techniques required to
excellent grasp of the repertoire. An excellent teach that repertoire.
issues raised in the grasp of the issues raised in Mastery of the issues
Written Submission. An the Written Submission. An raised in the Written
excellent knowledge of excellent knowledge of Submission. An excellent
professional values and professional values and knowledge of professional
practice. practice. Discussion of Case values and practice.
Study Portfolio and Video Performance skills at
of Teaching Practice DipABRSM level.
confirm exceptional
qualities as a teacher.
36-41 Impressive and persuasive Impressive and persuasive 24-41
A high pass communication skills. A communication skills and Pass
Very good. thoroughly convincing authoritative See below
Candidate has demonstration of the demonstration of teaching
demonstrated principles of concepts, techniques and
commendable instrumental/vocal processes. A
standards in
teaching. A comprehensive knowledge
most areas
examined and comprehensive of the instrument, its idiom
may have knowledge of the and repertoire, and the
shown instrument, its idiom and techniques required to
excellence in repertoire, and the perform and teach that
some. techniques required to repertoire. A firm grasp of
perform and teach that the issues raised in the
repertoire. A firm grasp of Written Submission. A very
the issues raised in the good knowledge of
Written Submission. A professional values and
very good knowledge of practice. Discussion of Case
professional values and Study Portfolio and Video
practice. of Teaching Practice 24-41
confirm excellent qualities Pass
as a teacher. Impressive and persuasive
30-35 Good communication Good communication communication skills. An
A clear pass skills. A convincing skills. A thoroughly authoritative demonstration
Good. demonstration of the convincing demonstration of concepts, techniques and
Candidate has principles of of teaching concepts, processes in music
demonstrated instrumental/vocal techniques and processes. education. A commanding
a good overall teaching. A thorough A thorough working knowledge of the

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standard in working knowledge of the knowledge of the instrument, its idiom and
most areas instrument, its idiom and instrument, its idiom and repertoire, and the
examined. repertoire, and the repertoire, and the techniques required to
techniques required to techniques required to perform and teach that
repertoire. Impressive
perform and teach that perform and teach that
understanding of the issues
repertoire. A broad grasp repertoire. A broad grasp
raised in the Written
of the issues raised in the of the issues raised in the Submission. A very good
Written Submission. A written submission. A good knowledge of professional
good knowledge of knowledge of professional values and practice.
professional values and values and practice. Performance skills at
practice. Discussion of Case Study DipABRSM level.
Portfolio and Video of
Teaching Practice confirm
good qualities as a teacher.
24-29 Competent Competent communication
Pass communication skills. A skills. A convincing
Candidate has broadly convincing demonstration of teaching
shown demonstration of the concepts, techniques and
competence in principles of processes. A sound working
most areas instrumental/vocal knowledge of the
examined and
teaching. A working instrument, its idiom and
has satisfied
the knowledge of the repertoire, and the
requirements instrument, its idiom and techniques required to
for the award. repertoire, and the perform and teach that
techniques required to repertoire. A grasp of the
perform and teach that issues raised in the Written
repertoire. A grasp of the Submission. A satisfactory
issues raised in the knowledge of professional
Written Submission. A values and practice.
satisfactory knowledge of Discussion of Case Study
professional values and Portfolio and Video of
practice. Teaching Practice confirm
competence as a teacher.
0-23 Weak communication Insufficient evidence that Insufficient evidence that
Fail skills. Little the candidate has advanced the candidate has
Candidate has understanding of the significantly beyond the advanced significantly
not satisfied principles of competence required at beyond LRSM level. No
the basic instrumental/vocal DipABRSM level. evidence of performance
requirements teaching. Patchy skills at DipABRSM level.
for the award.
knowledge of the
instrument, its idiom and
repertoire, and the
techniques required to
teach that repertoire.
Unconvincing grasp of
the issues raised in the
Written Submission.
Overall, insufficient
evidence to give
confidence in an ability to
teach.