Judge Not: the question of assessment (beginners)

The really big question when talking about assessing piano/instrumental students is: are external assessments of piano students a motivational tool, encouraging serious effort which certainly would not be made if an external assessment (and the possibility of failure) were not looming OR are piano exams something that strips time from the lesson that could have been spent developing a wider knowledge of the repertoire, a more varied technical expertise and a broader set of musicianship skills? A firmly believed, but often not-expressed, view amongst piano teachers is that the use of graded assessments often ends up being a way for students (and their parents) to compare themselves with their peers, and this competitive perspective can undermine the motivational benefits that an assessment deadline can deliver. I’ve recently been spending a great deal of time considering the benefits of assessments for beginner pianists, many of whom may be as young as five years of age. ┬áIt can be exciting for beginner

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