Proceedings of the World Conference on Teaching, Learning, and Education,
Year: 2024
DOI:
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A Comparison of Chinese and Western Piano-Graded Exams: CMA and ABRSM in China
Xianjing Wang
ABSTRACT:
This essay aims to compare and contrast the piano-graded examination systems of the China Musicians Association (CMA) and the Associated Board of the Royal Schools of Music (ABRSM). In addition, it will offer recommendations for enhancing the Chinese piano education system and fostering its development. The key findings of this research are as follows:(1) Comprehensive Musical Education: It is crucial for students to develop well-rounded musical knowledge and skills, including music theory, music history, listening, sight-reading, and performance. A singular focus on memorizing and performing pieces is insufficient for a holistic musical education. (2) Exposure to Diverse Repertoires: While it is beneficial for piano learners to engage with a wide range of musical pieces and styles, it is equally important to cultivate an understanding and appreciation of local music. Therefore, the selection of repertoire should strike a balance between local and global music traditions. (3) Clarity in Evaluation Criteria: The criteria provided by the CMA are often vague, leaving students unclear about the specific aspects of their performance that are being assessed. This lack of transparency makes it difficult for students to identify areas for improvement and hinders their progress. By addressing these issues, the Chinese piano education system can be strengthened, enabling students to achieve a more comprehensive and meaningful musical education.
keywords: Piano Education, ABRSM, CMA, Piano-Graded Exam