The paper outline and abstract for International Graduate Students' Conference

Grade Music Examination (GME): “It’s Not Easy to Say ‘I Love You’”

--- A Review and Reflection of GME in Mainland China After 15 Year’s Adoption

Dafu Lai

Outline & Reference Notes

1. Historical Review

   A. Origin of GME: UK

• The Associated Board of the Royal Schools of Music (ABRSM) GME   <http://www.abrsm.org/>

• Trinity College London GME   <http://www.trinitycollege.co.uk/>

  B. How GME came to China

  Route: UK— Hong Kong— Guangzhou —Beijing — Other cities

  C. GME in China

• The first GME in China : 1987 Guangzhou piano Professions Association, piano only
• GME of Chinese Musicians Association: since 1990
• GME of the Central Conservatory of Music: 1989 in Singapore & Malaysia for traditional Chinese musical instruments, 1992 CCM GME center
• First GME in Beijing : 1993, Piano test only

2. Current overview

• First government law for GME : The Culture Ministry of China “The Principles of Social Grade Art Examination Supervising” ( June 17, 2002 )   <http://www.ccnt.gov.cn/zcfg/bugz/t20050620_2066.htm> (Chinese page)

• Certified grade examination institutions of China in 2004: 83 in total

• GME Examinee in 2004: about 100,000 in total. still increasing every year

          Chinese Musicians Association: 200,000

          Central Conservatory of Music: 50,000

          Chinese Music Conservatory: 110,000

          Chinese Traditional Music Orchestra Association: 60,000

          Shanghai Conservatory of Music: 30,000

          China Theatre of Song & Dance: 20,000

          China Art Science Institute: 25,000

• Examiner: certified examiners in 2004

• GME subjects of 2004: 45 in total

   <1> Music theory

  <2> Claviers: piano, accordion, electric-tune

  <3> Western musical instruments (except keyboard instruments)

      String Instruments: violin, viola, cello, bass cello, harp, guitar, electric guitar, electric bass.

      Wind Instruments: Flute, Oboe, Clarinet, Saxophone, Basson, Horn, Trumpet, Trombone, Baritone, Tuba.

      Percussion: Marimba, xylophone, snare drum, timpani and other percussions

    <4> Traditional Chinese Musical Instruments: Bamboo flute, Shen, Suona, Guanzi, Bawu, Hulusi, Pipa, Yangqin, Liuqin, Yueqin, Guzhen, Guqin, Luan, Sanxian, Erhu, Banhu, Gaohu, Chinese percussions.

    <5> Vocal: Adult singing, Children’s singing

Source: China Culture Ministry

3. Reflection: why GME booming in China in such a short time?

    A. GME certificate: bonus of school admission

• Special-skill student special treat: they can be accepted even their grades are 50 points below the minimum requirement at the National Joint College Entrance Examination. (admission policy for Graduate & undergraduate)

    1996: Six universities have special-skill student admission program. They are Tsinghua University, Beijing University, Beijing Institute of Technology, Northern Jiaotong University and South-East University.

    …

    2003: 49 universities have special-skill student admission program

    2005: 53 universities have special-skill student admission program

• Priority of middle school choice and senior high school admission

         Students who got high level GME certificates(above Grade 8) can go to "special-skill class" at the best middle schools, needless to the schools in their own regions.

Example: Nanjing & Xiamen city

   B. Commercial profits of GME: GME institution and teacher’s evocation

• GME Examination Fees (Unit: Chinese Yuan)

• Total cost for a student reaching grade 9 piano level in China : about 90,000 Yuan (Equivalent to $12,000 or 10 peasants’ annual income)

   C. Parents unreasonable comparison and imitation

• One-child polity, better-off life, affordable Expence
• Only in pursuit of higher level, etc.

   D. Student, teacher or parents’ own will

        Except above motivations, GME could be an evaluation/assessment for teaching and studying as well as a periodical review. It’s a complementation for private music education.

4. Public discussion: problems of Chinese GME

   A. Multidimensional standard: which is the best?

• Without sight reading, theory part. How subjective/objective of the result?
• The problems/errors in GME publications
• Worth to pay this bill?
• Students: Extra load or bonus? Example: a middle school piano student’s daily schedule

        8:00am – 7:00pm (could be later): School time

        7:00pm– 8:00pm : Dinner

        8:00pm – 9:30pm : Piano practice time

        9:30pm – 11:30pm (could be later): School homework

        …

• Who has the last say? Government, Academic or parents?

5. Conclusion: effects of GME in China

   A. Advantages: popularize music study in a short period, enhance music education: and open music school without a wall…

   B. Disadvantages: violation of natural music rules? Add too much load to students?

Quote

Joel Hoffman: “Only in a few years, so many high-skill piano players were produced in China , but they seem never listen to music and never know about music.”

Abstract

        Since the Grade Music Examination (GME) was brought into Mainland China at the end of 1980s, it has been regarded as an “open music school” and soon became popular. But as the popular songs says, “It’s Not Easy to Say I Love You,”---it is time we take a second look at China’s love affair with the GME. In the past 15 years, the GME examinees number grew dramatically and reached one million in 2004. This might suggest that China’s music education has reached a higher level overnight. However, it is far from adequate to measure one’s music level merely based on a certificate of achievement. Due to commercial profits from the GME as a business and school admission policies which give preference to higher GME achievement, hundreds of test centers emerged in urban cities attracting thousands of candidates. Some test centers even hired uncertified or unqualified examiners because of the shortage of qualified examiners. For example, a violin examiner could be asked to work as a piano examiner. Besides, in order to attract more candidates, some test centers reduced their test standards. Some promised their candidates that they would easily pass a certain level if they could pay enough. For some candidates, it has been more accurate to say that they are working for music certificates rather than studying music, because they study only the repertoire from the GME syllabus. As a matter of fact, the popularity of Grade Music Examination does not necessarily reflect advanced achievement in music. So, how does GME affect China’s music education? What is the outcome of its popularity and widespread usage? What are the policies regarding the importance of the GME in China? This paper gives a general review of GME history in mainland China and analyzes the reasons for GME’s popularity and the scope of GME claims about musical achievement. This paper serves as a critique of current applications of the Grade Music Examination in mainland China.

Reference

Taylor, Clara (2005). These Music Exams. London : The Associated Board of the Royal Schools of Music.

Piano Syllabus 2003 – 2006 . London : Trinity College , the International Examinations Board.

Online Source:

Feng, Wang (2005). “An Overview of National Grade Arts Examinations.” Zhong Wai Yue Qi Xin Xi ( China Musical Instruments Information) < http://www.cmii.com.cn/News/EnableSite_ReadNews221874991127958719.html>

Yi, Zhong (2004). “Grade Music Examinations Should Not Compete Without Order.” China Art News. 2004-09-03.

<http://www.cflac.org.cn/chinaartnews/2004-09/03/content_2802751.htm>

Xiaoya, Zhao (2003). “Regulating Special-Skill Student Admission.” China Education. 2003-3-6

Jihong, Wang (2005). “The Prelude of College Admission: Special-Skill Students Work for Priority.” China Market < http://www.cer.net> 2005-02-24

Xiaolin, Wang (2004). “Diagnose Grade Music Examinations.” China Art Education . < http://www.artedu.cn/Article_Show.asp?ArticleID=358> 2004-6-24

Linyun, Meng (2005). “Why Taking Grade Music Examinations?” Jilin Daily. < http://www.chinajilin.com.cn/jlrb/28336/2005-06-22.html> 2005-6-22

Yalun, Wei (2002). “Tracing Grade Music Examination” <http://www.ohua123.com/news/e3.html>

Haihong, Zhou. Wei, Pu (2003). “The Fate of Young Piano Leaner” < http://sunyunxiao.youth.cn/e_edu/e_e_parteac/e_e_parteac09/007_11.htm>