In this thought-provoking first part of a two-part review, I explore the new books and discuss how ABRSM are navigating the complex landscape of music education in a changing world. Join me as I delve into the challenges and opportunities presented by this new syllabus, which is sure to spark lively debate within the piano community. Part two will review the individual grades.

Show Notes:Introduction

Excitement about the new ABRSM syllabus for 2025-2026.Importance of these pieces for teachers in the coming years.

Syllabus Transition

Current syllabus (2023-2024) usable until the end of 2025.New syllabus (2025-2026) begins in 2025.

Personal Review

Personal opinions on the new syllabus, potentially controversial.Attempt to be balanced and see multiple perspectives.Learning and performing all new Grade 8 pieces.Performances and tutorials will available on Heart of the Piano YouTube channel.Shorter review will be available on YouTube for those who prefer less detail.

Review Methodology

Re-read and replayed all pieces from the current syllabus.Comparison of new syllabus pieces against the current syllabus.

Context of Wider Issues in Music Education

Reference to the review of the latest Trinity syllabus.Discussion on decolonisation of music education.Alarm at Trinity's new syllabus allowing exams without classical music.Context of Black Lives Matter and the critique of classical music as linked to colonialism.Personal background and experiences with classical music.Importance of representation of non-white and women composers.Critique of the argument that classical music is inherently problematic or racist.

ABRSM's Approach to Representation and Diversity

Efforts by examination boards to include women and non-white composers.Positive discrimination to encourage diversity.Approval of ABRSM's representation efforts in the new syllabus.Concern about some pieces in new List B syllabus not being classical.

Concerns about Trinity's Recent New Syllabus, and Fears About ABRSM Following Suit

Critique of Trinity's shift towards pop and non-classical music.The potential for students to focus narrowly on styles like jazz or pop.Discussion on the decline of classical music in education.Importance of maintaining classical music exams.Problems with turning pop and jazz music into sheet music for exams.The need for a balanced musical diet in education.

Personal Beliefs and Teaching Philosophy

Encouragement for classical music study alongside other genres.Role and influence of exams in developing well-rounded musicians.Suggestion for separate exams for rock/pop music.

Comparison with ABRSM's New Syllabus

Initial relief at the classical focus of new ABRSM books.Subsequent concerns about non-classical pieces creeping into the syllabus.Need for maintaining classical music standards.

Future of Classical Music Education

Risks of dumbing down exams by including too much non-classical music.The role of ABRSM in shaping musical tastes and standards.The importance of a balanced appreciation of classical music.

Personal Reflections on Music Education

Discussion on the neo-colonialism of the music industry.Importance of classical music as an art form needing support.ABRSM's role in bridging the gap between students' everyday musical experiences and classical music.

Historical Context of ABRSM

Reference to the book "The Associated Board of the Royal Schools of Music: A Social and Cultural History".Examination of ABRSM's historical role in shaping music education.

Controversial Issues in Music Education

Critique of the demonisation of classical music as elitist.The need to support classical music education.The impact of political and societal views on classical music.

Thoughts on the New ABRSM Books