Académique Documents
Professionnel Documents
Culture Documents
GENERAL INFORMATION
Applications . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Academic Assessment: Prerequisites
Assessment Schedules . . . . . . . . . . . . . . . . . . . . 7 and Co-requisites . . . . . . . . . . . . . . . . . . . . . 9
Assessment Centers . . . . . . . . . . . . . . . . . . . . . . 7 Associate Diploma Assessments . . . . . . . . . . . . . 10
Credits and Refunds . . . . . . . . . . . . . . . . . . . . . 8 Certificates and Diplomas . . . . . . . . . . . . . . . . . 11
Assessment Results . . . . . . . . . . . . . . . . . . . . . . 8 Secondary School Music Credits . . . . . . . . . . . . 11
The Adjudicators Evaluation . . . . . . . . . . . . . . . 8
ASSESSMENT REQUIREMENTS
Assessment Repertoire . . . . . . . . . . . . . . . . . . . . 12 Assessment Procedures . . . . . . . . . . . . . . . . . . . 14
Da Capo Signs and Repeats . . . . . . . . . . . . . . 12 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Accompanists . . . . . . . . . . . . . . . . . . . . . . . . 14
Instruments . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Students with Special Needs . . . . . . . . . . . . . 14
Syllabus Repertoire Lists . . . . . . . . . . . . . . . . 12 Table of Marks . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Editions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Classification of Marks . . . . . . . . . . . . . . . . . . . 16
Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Supplemental Assessments . . . . . . . . . . . . . . . . 16
Anthologies and Collections . . . . . . . . . . . . . 13 Summary of Supplemental Assessment Policies 17
Copyright and Photocopying . . . . . . . . . . . . 13 Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Repertoire Substitutions . . . . . . . . . . . . . . . . . . 14 Thematic Catalogs . . . . . . . . . . . . . . . . . . . . . . . 19
Syllabus Substitutions . . . . . . . . . . . . . . . . . . 14
Non-Syllabus Substitutions . . . . . . . . . . . . . . . 14
Level-by-Level Requirements
Technical Requirements . . . . . . . . . . . . . . . . . . . 20 Level 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Level 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Level 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Level 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Associate Diploma in Harp Performance . . . . . . . 64
Level 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Teachers Teachers Associate Diploma in Harp . . 69
Level 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
ACADEMIC ASSESSMENTS
Rudiments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Music History . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Harmony, Keyboard Harmony, Counterpoint, Classification of Academic Marks . . . . . . . . . . . 75
and Analysis . . . . . . . . . . . . . . . . . . . . . . . . . 74
Resources
General Resources . . . . . . . . . . . . . . . . . . . . . . . 76 Harp Resources . . . . . . . . . . . . . . . . . . . . . . . . . 78
General Reference Works . . . . . . . . . . . . . . . . . . 77
About Us
The Music Development Program offers a flexible program with comprehensive assessments
that include:
Preparatory Levels
Levels 110
Associate diplomas in performance and pedagogy
Licentiate diploma in performance for piano
Student Certificates are awarded for the successful completion of each level. Certificates of
Excellence are also awarded for outstanding achievement.
The Music Development Program provides comprehensive publications and tools for
music and arts educators and their students, including detailed syllabi, repertoire lists,
and innovative teaching resources. These resources, published by Frederick Harris Music,
support teachers and students in the study of piano, flute, guitar, violin, and voice, as well
as the academic subjects of theory, harmony, analysis, history, and pedagogy. In addition,
Frederick Harris Music publishes related resources for musicianship including aural skills,
sight reading, and technique. With more than 100 years of experience in the industry, their
publications are of the highest quality. Frederick Harris Musics award-winning materials
such as Celebration Series Perspectives have earned a reputation as an internationally proven
standard of excellence.
Repertoire
Each level includes a broad selection of pieces representing a variety of styles and
periods.
Repertoire selections are leveled progressively by difficulty.
Periodic reviews of the repertoire keep the selections fresh and innovative.
Teachers and students can add favorite pieces through the Students Choice selections.
Technique
Each level of technique is designed to support the demands of the repertoire for that
level.
Technique includes scales, chords, arpeggios, patterns, and etudes.
Musicianship
A thoughtful and consistent approach to the development of reading and aural skills.
Musicianship skills are developed in conjunction with repertoire goals and
requirements.
Musicianship skills give students a solid foundation for independent creative musical
explorations.
Musical Literacy
The Music Development Programs academic subjects support students in acquiring the
theoretical and historical knowledge necessary for music literacy.
Academic levels are tied to performance levels, reinforcing concepts encountered in
repertoire, technique, and musicianship studies.
At-the-keyboard assessments of keyboard harmony and musicianship present students
with an opportunity to develop skills in improvisation and composition.
4 WhyProgram?
Why Choose the Music Development Choose the Music Development Program? The Music Development Program
Getting Started in the
Music Development Program
How Do I Submit Students For Assessment?
Online Assessment Registration
You can submit students for assessment by registering at www.MusicDevelopmentProgram.org.
Online Assessment Results
Students and teachers can access assessment results online within six weeks of the
assessment at www.MusicDevelopmentProgram.org.
Academic Assessments
Students complete a written assessment of their academic and/or historical knowledge in
a classroom setting.
Academic assessments are held twice a year, with all scheduling and location
arrangements made by the Music Development Program.
Certificates of Achievement
Certificates of Achievement are awarded to all students upon successful completion of any
assessment.
Recognition of Achievement
6 Recognition of Achievement The Music Development Program
General Information
APPLICATIONS
Assessment applications may be submitted or Payment for assessment fees can be made by
downloaded at www.MusicDevelopmentProgram.org. MasterCard or VISA.
Assessment dates and fees for the current academic Students who wish to submit an application by fax
year (September 1 to August 31) are listed on the or mail may download the application from the
website. website. Payment may be made by MasterCard,
Application deadlines generally fall in mid October VISA, check, or money order.
for the winter session and in mid February for the
spring session.
Please note that an application may not be withdrawn after it has been submitted to the Music Development Program.
ASSESSMENT SCHEDULES
Assessments are typically held according to the Individual assessment schedules are available at
following approximate schedule: www.MusicDevelopmentProgram.org.
Students who are unable to attend their assessment
Performance Assessments must contact the local Music Development Program
Winter: November/December Assessment Center Representative immediately. The
Spring: May/June name of the Music Development Program Center
Representative can be found on the student's
Academic Assessments assessment schedule. Please note that students may
Winter: the second Saturday and following not exchange assessment times with other students.
Sunday in December
Spring: the second Saturday and following
Sunday in May
ASSESSMENT CENTERS
The Music Development Program establishes and A senior-level adjudicator will be assigned for
maintains local assessment centers across North Level 10 and Associate Diploma Assessments. If there
America. The location of these centers depends both are insufficient senior students in a particular center
on demand and on the availability of appropriate to warrant sending a senior-level adjudicator, senior
facilities. A list of assessment centers is available at students who have applied to be assessed at that
www.MusicDevelopmentProgram.org. center will be notified. Such students may choose to
take their assessment at the nearest center where a
senior-level adjudicator is available.
8
Harp Syllabus Information
General Information The Music Development Program
7
CREDITS AND REFUNDS
ASSESSMENT RESULTS
The adjudicators written evaluation of a performance Assessment marks do not reflect previously
assessment is intended to explain how the final grade demonstrated abilities and skills, nor do they reflect
was calculated and to assist the student in subsequent the adjudicators estimation of the students
music studies. potential for future development.
Assessment marks reflect the adjudicators Results of one assessment do not in any way
evaluation of the student's performance during the prejudice the students results in subsequent
assessment. assessments.
Appeals on performance assessments will not be
considered.
Bassoon
8 Syllabus General Information
Information The Music Development Program9
ACADEMIC ASSESSMENTS: PREREQUISITES AND CO-REQUISITES
In order to receive a certificate or diploma for a Diploma performance assessment. Students may
performance assessment for Levels 6 to Associate not complete Associate Diploma prerequisites in the
Diploma, students must also complete specific Music same session in which they take the Associate
Development Program academic assessments. Diploma performance assessment.
Academic co-requisites must be completed before There are no prerequisite or co-requisite academic
or within five years after the respective session of assessments for students applying for performance
the performance assessment. Students are strongly assessments for Levels 2 or 4.
advised to complete their academic work before, or at There are no prerequisite academic assessments for
the same time as, their performance assessment. students applying for performance assessments in
For Level 10 and Associate Diploma, the five-year Levels 6 to 10.
time limit for completion of academic co-requisites For more information regarding the Music
is computed from the date of the original Development Program academic assessments,
performance assessment, not from the date of any please refer to Academic Assessments on
subsequent supplemental assessments. pp. 7475 of this Syllabus.
Students must complete Associate Diploma
prerequisites before applying for an Associate
10 Syllabus
Harp General Information
Information The Music Development Program
9
ASSOCIATE DIPLOMA ASSESSMENTS
Associate Diploma Assessments Students may choose to take all three parts of the
Students Harp for the Teacher's Associate Diploma in Teacher's Associate Diploma in Harp assessment at
Harp or the Associate Diploma in Harp Performance one session, or they may take the parts at different
must have completed a Level 10 performance sessions. The parts may be taken in any order, but all
assessment with either a total mark of at least 75 or three parts must be completed within a period of two
a minimum of 70 percent in each section of the years.
performance assessment. Students must also have
completed all Level 10 academic co-requisites with a Second Associate Diplomas
total mark of at least 60 percent on each academic The Teacher's Associate Diploma in Harp and the
assessment. Associate Diploma in Harp Performance assessments
may not be attempted at the same session.
Teacher's Associate Diploma in Harp Assessment Students who have passed the Teacher's Associate
Students applying for the Teacher's Associate Diploma in Harp assessment may obtain an
Diploma in Harp are strongly advised to have at least Associate Diploma in Harp Performance by taking
one year of practical teaching experience. the entire Associate Diploma in Harp Performance
The Teacher's Associate Diploma in Harp will be assessment.
awarded only to students 18 years of age or older. Students for the Teacher's Associate Diploma in
Harp The Teacher's Associate Diploma in Harp Harp assessment who have passed the Associate
assessment consists of three parts: Diploma in Harp Performance assessment will be
Part 1: Performance of Repertoire, Orchestral exempt from the Repertoire and Orchestral
Excerpts, Technical Requirements and Excerpts sections of the Teacher's Associate
Musicianship Diploma in Harp performance assessment. The
Part 2: Viva Voce assessment remaining sections of the Teacher's Associate
Part 3: Written assessment Diploma in Harp performance assessment (the
Etudes and Musicianship sections of Part 1 and all
Parts 1 and 2 constitute the practical portion of the of Part 2) must be taken in a single session, within
Associate Diploma assessment and are therefore taken five years of the date of the Associate Diploma in
during a performance assessment session. Harp Performance assessment.
Part 3, a written assessment, is taken during an
academic assessment session.
10
Bassoon Syllabus General Information
Information The Music Development Program11
CERTIFICATES AND DIPLOMAS
Certificates are awarded to successful students in the Level 10 performance certificates are awarded when
spring and fall. minimum requirements have been completed,
Certificates for performance assessments in whether or not prerequisite marks for an Associate
Levels 6 to 9 will be awarded once the student has Diploma Assessment have been obtained.
successfully completed the academic co-requisites Associate diplomas will be awarded to students at
for the respective level. the annual Convocation ceremony or forwarded
Certificates for academic assessments will be immediately following Convocation. Students may
awarded for each academic level upon successful not use the designation Associate before
completion of all assessments for that academic level. Convocation.
In many school systems, assessments from the Music www.MusicDevelopmentProgram.org. Students are
Development Program are accepted as credits toward also advised to consult their school principal or
secondary school graduation diplomas. A state-by- guidance counselor about the eligibility of
state list of secondary school accreditation for music assessments from the Music Development Program
assessments can be found at for secondary school credit and college entrance.
12 Syllabus
Harp General Information
Information The Music Development Program
11
Assessment Requirements
Assessment Repertoire
The Harp Syllabus lists the repertoire eligible for not playing from memory will receive comments
harp assessments. Information given for each item only. Any selection played with the music will
includes: receive a mark of zero.
the composer For the Teachers Associate Diploma in Harp
the larger work of which the selection is a part assessment, memorization of repertoire is
(where applicable) encouraged but not compulsory.
the title of the selection In all levels, etudes need not be memorized and no
collections or anthologies in which the selection extra marks will be awarded for memory.
can be found (where applicable) In all levels, technical tests (scales, triads, chords,
performance directions (where applicable) arpeggios) must be played from memory.
indicating the section(s) or movement(s) of a work
to be prepared Instruments
the publisher of a suggested edition (where applicable) Students for Levels 2 to 8 may play their assessments
on either a pedal harp or a lever harp. Students
Names of publishers are indicated for 20th-century
who choose a lever harp must have a fully levered
selections by an assigned abbreviation. Please see
instrument in order to perform all the necessary
p. 18 for a list of publishers with their abbreviations.
assessment requirements as outlined in the Harp
Sources and editions of works from the Renaissance
Syllabus.
and Baroque periods are listed in alphabetical order
In Levels 2 and 4, all repertoire selections and
by composer in the Resources section. Please see
etudes are playable on a lever harp, although
Harp Resources on p. 78.
individual works may require slight adjustments.
In Levels 6 and 8, repertoire selections suitable for
Da Capo Signs and Repeats
the lever harp are marked with an asterisk (*).
When performing repertoire at an assessment, da
Students for the Level 9 assessment must play a
capo signs should be observed.
non-pedal harp. Students who play a lever harp
Repeat signs should be ignored unless otherwise
may complete their course of study with this
specified.
assessment.
Students for the Level 10 and Associate Diploma in
Memory
Harp assessments must play a pedal harp.
Unless otherwise indicated, memorization of
repertoire is required.
Syllabus Repertoire Lists
In Levels 2 and 4, four marks are awarded for
The repertoire for each level is divided into lists
memorization of repertoire. Students will receive
according to genre or style. Students are encouraged
a maximum deduction of one mark per repertoire
to choose a program that includes a variety of musical
selection that is not memorized.
styles and keys.
In Levels 6 , 8, and 9, six marks are awarded for
The Repertoire for Levels 2 and 4 is divided into
memorization of repertoire. Students will receive
two lists:
a maximum deduction of one and a half marks per
List A includes pre-Baroque, Baroque, Celtic,
repertoire selection that is not memorized.
Traditional, and Folk selections
In Level 10, there is no separate memory mark
List B includes Classical, Romantic, 20th-
awarded for repertoire. However, up to two marks per
century, and 21st-century selections
repertoire selection will be deducted if music is used.
For the Associate Diploma in Harp in Performance
assessment, memorization is compulsory. Students
Availability
The Music Development Program has made
every effort to ensure that most of the materials
listed are in print and easily available at leading
music retailers throughout North America. If you
experience difficulty in obtaining harp music in your
community, consult the Sources of Harp Music
section on p. 80.
Please note that the publishing industry changes
rapidly. Works go out of print, and copyrights move
from one firm to another. In addition, the repertoire
lists contain a few works that are no longer in print
but that teachers or students may have in their
personal collections. Students may use an out-of-print
work for assessment purposes provided they can
obtain the published work (please see Copyright and
Photocopying in next column).
ASSESSMENT PROCEDURES
Students must be ready to perform at least 15 room unless the student has a letter of permission from
minutes before their scheduled time. Please note that the publisher. (Please see Copyright and
student assessment times cannot be exchanged. Photocopying on p. 13.)
The availability of warm-up rooms cannot be
guaranteed. Accompanists
The availability of music stands cannot be Students must provide their own accompanists.
guaranteed. Taped accompaniments are not permitted. Students
The students performance may be interrupted at who do not provide an accompanist will not be
the adjudicators discretion when a judgment has assessed.
been reached. Accompanists are permitted in the assessment
Adjudicators are not permitted to assist students in room only while they are playing accompaniments
tuning their instruments. for the student.
Page turners and other assistants are not permitted
in the assessment room. Waiting areas are provided Students with Special Needs
for parents, teachers, and assistants. Students with special needs are asked to apply in
writing to the Music Development Program prior
Music to the assessment application deadline and give
Students should list all repertoire to be performed details concerning their needs. Each case will be
on their assessment schedule and bring it to the dealt with individually.
assessment. Students with special needs may receive assistance
Students should bring two copies of all music in and out of the assessment room, but helpers
to be performed to the assessment. Please note that must remain in the waiting area during the actual
photocopied music is not permitted in the assessment assessment.
To qualify for the Associate Diploma assessment, Teachers Associate Diploma in Harp students must
Level 10 students must achieve either an overall achieve either an overall mark of 75 or a minimum
mark of 75 or a minimum of 70 percent in each of 70 percent in each section of the assessment in
section of the assessment. (In the Table of Marks, order to pass. (In the Table of Marks, 70-percent
70-percent figures are given in parentheses.) figures are given in parentheses.)
Associate Diploma in Harp Performance students There is no mark breakdown for the Repertoire
must achieve an overall mark of 70 in order to section of the Teachers Associate Diploma in Harp
pass. assessment.
18
16 Requirements
Assessment Requirements The Music Development Program
SUPPLEMENTAL ASSESSMENTS continued
To achieve a pass standing 60% in order to receive certificate 70% in each section of Part 1 and
once academic co-requisites are 70% in each section of Part 2 and
complete 70% in Part 3 within a two-year
time period
or
overall mark of 75 in Parts 1 and 2
combined and 70% in Part 3 within
a two-year time period
Harp Syllabus
Bassoon Syllabus Assessment Requirements
Requirements 1719
Abbreviations
Names of Publishers
The following abbreviations identify publishers listed GTM Ginger Tea Music (Self Published)
throughout the Harp Syllabus. When no publisher GUA Charles Guard (Self Published)
or edition is indicated for a specific piece, the work HEW Margaret Hewett (Self Published)
is available in several standard editions. For more HIP Hipharp Productions (Self Published)
information, please see Assessment Repertoire IMI Israel Music Institute
on pp. 1213. L&H Lyon & Healy
LED Alphonse Leduc
LEM Henry Lemoine
ADL Adlais Music Publishers LYR Lyra Music Company
AFG Afghan Press MAX Maxemilian
ALA Alaw Music MEL Mel Bay Publications
ALK Alberta Keys Music Publishing MMC Marks Music Corp. (New York)
AMP Associated Music Publishers, Inc. MWH Music Works-Harp Editions (Susann
ARC Arcana Editions McDonald-Self Published)
AVO The Avondale Press NEM Les Nouvelles Editions Meridian
B&H Boosey & Hawkes NEG Edition Negen
B&V Broekmans & Van Poppel OFA Anne-Marie OFarrell (Self Published)
BAR Brenreiter ORT Alfredo Rolando Ortiz (Self Published)
BIL G. Billaudot OSS Ossian Publications
BRE Breitkopf & Hartel OTT B. Schotts Shne (Mainz)
CAI Cairde na Cruite (Dublin) PET Edition Peters
CHM Collins Harp Music S&B Stainer & Bell
CMC available from the Canadian Music Centre SCH G. Schirmer Inc.
DOM Les ditions Doberman-Yppan SEA Seaside Press (Self Published)
DUR Durand-Schoenewerk & Cie (Paris) SLV Salvi Harp
ELV Elkan-Vogel Inc. SMP Southern Music Publishing Co. Inc.
EMB Editio Musica Budapest SUM Summy-Birchard Inc.
EMT Editions Musicales Transatlantiques SUV Suvini Zerboni
ERR Editions Rideau Rouge UMP United Music Publishers
FAB Faber Music VAN Vanderbilt Music Company
FIS Carl Fischer WEI Weintraub Music
FRI Friou Music (Self Published) WMB Woods Music & Book Publishing
GCM Golden Cage Music (Self Published) WOO Pat Wooster (Self Published)
Etudes
Etudes need not be memorized and no extra marks will be awarded for memory. For complete details on
assessment requirements for etudes, please consult the listings for each level.
Technical Tests
For complete information regarding technical tests, please refer to the charts for each level.
All technical tests illustrated on the following pages must be played from memory. Larivire exercises do not
need to be memorized.
Metronome markings given in the charts for each level indicate minimum speed.
Consistency, evenness, fluency, and good tone are important factors in the evaluation of a students
performance.
Please see the Technical Tests section for each level for detailed information regarding requirements.
Scales
Scales (Levels 4 and 6)
2 octaves + 1 note
Triads
Solid (blocked) triads and broken triads (Level 2)
Rolled triads and broken triads (Levels 4 and 6)
Dominant 7th and diminished 7th chordsrolled and broken (Levels 6, 8, 9, 10, and Teachers Associate
Diploma in Harp)
IIVI VI chord progression (Level 9) IIVI V7I chord progression (Level 10 and Teachers
Associate Diploma in Harp)
Dominant 7th and diminished 7th arpeggios (Levels 8, 9, 10, and Teachers Associate Diploma in Harp)
Solid (blocked) and broken octaves (Levels 9, 10, and Teachers Associate Diploma in Harp)
1.5 octaves
a. (Level 6)
&
3 1 2 1
3 1 2 1 3 1 2 1 3 etc.
&
2 4 3 4 2 4 3 4 2 etc.
2 4 3 4
&
3 2 4 2
3 2 4 2 3 2 4 2 3 etc.
&
1 2 1 3 1 etc.
1 2 1 3 2
d. (Levels 6 and 8)
The student should be prepared to start this exercise with either hand, at the discretion of the adjudicator.
Ascending
e. (Levels 6 and 8)
&
3 4 3 2 1 2 3 4 3 2 1 2 3 4 3 2 1 2 3 4 etc.
&
&
&
&
3 4 3 2 1 2 3 4 3 2 1 2 3 4 3 2 1 2 3 4 3 2 1 2
&
3 4 etc.
&
&
ww ..
1 2 3 4 3 2 1 2 3
4
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play four contrasting repertoire selections from memory: two selections by different
composers from List A, and two selections by different composers from List B. Repertoire selections must be
memorized.
List A includes Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B includes Classical, Romantic, 20th-, and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
List B
Andrs, Bernard D. Bouchaud EMT)
Marelles, 2 LED
Hasselmans, Alphonse
no. 9 Petite berceuse (ed H. Reni in Complete Method
Ribambelle LED
for Harp, 1 LED)
one of nos. 1, 2, 3
Holy, Alfred
Cater, Kathryn
Orientale (in Panorama de la harpe Celtique, ed.
Singing Wings AFG
D. Bouchaud EMT)
Moonspinner
Green Dragonfly Hook, James
English Dance (in Panorama de la harpe Celtique,
Grandjany, Marcel
ed. D. Bouchaud EMT)
Little Harp Book FIS
Promenade Inglefield, Ruth K.
Bonjour Monsieur Rameau Solos for Sonja SLV
Trois petites pices LED Falling Leaves
Rverie Ledet, Marlene
Grandjany, Marcel and Jane Weidensaul Of Rhymes and Seasons L&H
First Grade Pieces for the Harp FIS The Gristmill
El numero uno The Music Box
Spanish Lullaby
Gurlitt, Cornelius
Andante (in Panorama de la harpe Celtique, ed.
Technical Requirements
Etudes
Students must be prepared to play two etudes from the following list. Etudes need not be memorized. Each
bulleted item () represents one selection for assessment purposes.
Campen, Ank van Reni, Henriette
Tutor for the Celtic Harp SLV Complete Method for Harp, 1 LED
one of nos. 8 or 11 Petite tude (p. 20)
Pozzoli, Ettore
Study in C major (p. 16)
65 Piccoli studi facili e progressivi (in Metodo per arpa, Salzedo, Carlos and Lucille Lawrence
ed. Maria Grossi RIC) Pathfinder to the Harp SMP
one of nos. 9 (p. 114), 13a (p. 100), 13b (p. 100), one of nos. 1, 2, 3, 4, 5, 6, or 7
or 17 (p. 104)
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Technical tests are to be played from memory, ascending and descending. Metronome markings indicate
minimum speeds.
e = 66
Larivire: Exercises and Etudes for HS
the Harp, no. 14
Triads
Major C, G, F HS
= 44 solid:
1 octave
Minor A, E, D
broken:
Arpeggios (root position only)
Major C, G, F HT: start with RH
= 66
2.5 octaves
Minor A, E, D HT: start with LH
2.5 octaves
Aural Skills
Clapback
Students will choose to either clap, tap, or sing the rhythm of a short melody after it has been played twice by the
adjudicator.
time signatures:
1
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: major 3rd, perfect 5th
Playback
Students will be asked to play back a melody of approximately five notes, either on the harp or on the piano.
The melody will be based on the first five notes of a major scale and may contain one or more leaps of a 3rd. The
adjudicator will name the key, play the tonic triad once, and play the melody twice.
beginning notes: tonic or dominant
keys: C, G, or F major
1
Reading Skills
Playing
Students will be asked to play a simple melody in time, hands together, in the keys of G or D major, the right
hand in quarter or half notes, the left hand in half notes, alternating hands.
Clapping
Students will be asked to clap or tap a rhythmic pattern in time with half, quarter, and eighth notes. A steady
pace and rhythmic accentuation are expected
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 76.
Students must be prepared to play four contrasting repertoire selections from memory: two selections by different
composers from List A, and two selections by different composers from List B. Repertoire selections must be
memorized.
List A contains Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B contains Classical, Romantic, 20th-, and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
Etudes
Students must be prepared to play two etudes from the following list. Etudes need not be memorized. Each
bulleted item () represents one selection for assessment purposes.
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Technical tests are to be played from memory, ascending and descending. Metronome markings indicate
minimum speeds.
e = 80
Larivire: Exercises and Etudes HT
for the Harp, nos. 6 and 10
Triads (ending with VI cadence)
Major F, Bb , Eb
HT
= 46 rolled:
1 octave
Minor D, G, C broken:
Arpeggios (root position only)
F, Bb , Eb
HT: start with RH
Major = 60
3 octaves
HT: start with LH
Minor D, G, C
3 octaves
F, Bb , Eb
HT: start with RH
Dominant 7th of Major Keys = 52
3 octaves
HT: start with LH
Diminished 7th of Minor Keys D, G, C
3 octaves
Clapback
Students will choose to either clap, tap, or sing the rhythm of a short melody after it has been played twice by the
adjudicator.
time signatures:
1
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: major and minor 3rds, perfect 4th, 5th, and octave
below a given note: minor 3rd, perfect 5th, and octave
Playback
Students will be asked to play back a melody of approximately six notes, either on the harp or on the piano. The
melody will be based on the first five notes of a major scale. The adjudicator will name the key, play the tonic
triad once, and play the melody twice.
beginning notes: tonic, mediant, or dominant
keys: C, G, D, or F major
Reading Skills
Playing
Students will be asked to play a simple melody approximately equal in difficulty to the repertoire of Level 1.
Clapping
Students will be asked to clap or tap a rhythmic pattern in or time. A steady pace and rhythmic accentuation
are expected.
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play four repertoire selections from memory: one selection from List A, one selection
from List B, and two contrasting selections by different composers from List C. Repertoire selections must be
memorized.
List A contains Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B contains Classical and Romantic Repertoire
List C contains 20th- and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
List B
Etudes
Students must be prepared to play two etudes from the following list. Etudes need not be memorized. Each
bulleted item () represents one selection for assessment purposes.
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Technical tests are to be played from memory, ascending and descending. Metronome markings indicate
minimum speeds.
Scales Keys Played Tempo Note Values
Major C, G, A, E, F HT
= 52
Harmonic Minor A, E, D 2 octaves + 1 note
e = 66
Larivire: Exercises and Etudes for HT
the Harp, nos. 8 and 12
Salzedo Conditioning Exercises
nos. 1, 4, and 5 HT = 40
Hand Stabilizers
a, d, and e HT
a: = 76 a:
a, e: play RH as
d:
written; play LH
d: = 60
1 octave lower
d: start with either
e: = 50 e:
hand
Triads (ending with VI cadence)
Major C, G, A, E, F HT
= 80 rolled:
1 octave
Minor A, E, D broken:
Four-Note Chords
Major C, G, A, E, F HS
= 66 rolled:
Minor A, E, D 1 octave
ending with VI
broken:
cadence
Dominant 7th of Major Keys C, G, A, E, F HS
1 octave
Diminished 7th of Minor Keys A, E, D
Arpeggios (root position only)
Major C, G, A, E, F HT: start with RH
= 100
Minor A, E, D HT: start with LH
Dominant 7th of Major Keys C, G, A, E, F HT: start with RH
= 100
Diminished 7th of Minor Keys A, E, D HT: start with LH
Octaves (solid and broken)
Major C HT moderate speed
solid:
1 octave; dampen
the LH bottom note
broken:
Harp Syllabus Level 6 45
Aural Skills
Clapback
Students will choose to either clap, tap, or sing the rhythm of a short melody after it has been played twice by the
adjudicator.
time signatures:
1
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: major 2nd, major and minor 3rds and 6ths, perfect 4th, 5th, and octave
below a given note: major and minor 3rds, minor 6th, perfect 4th, 5th, and octave
Chords
Students will be asked to identify any of the following chords after the adjudicator has played the chord once in
solid form, close position:
major and minor triads in root position
Playback
Students will be asked to play back a melody of approximately nine notes, either on the harp or on the piano.
The melody will be based on a complete major scale from tonic to tonic, mediant to mediant, or from dominant
to dominant. The adjudicator will name the key, play the tonic triad once, and play the melody twice.
beginning notes: tonic, mediant, or dominant
keys: C, G, D, or F major
Reading Skills
Playing
Students will be asked to play a melody approximately equal in difficulty to the repertoire of Level 2.
Clapping
Students will be asked to clap or tap a rhythmic pattern in or time. A steady pace and rhythmic accentuation
are expected.
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play four repertoire selections from memory: one selection from List A, one selection
from List B, and two contrasting selections by different composers from List C. Repertoire selections must be
memorized.
List A contains Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B contains Classical and Romantic Repertoire
List C contains 20th- and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
List B
Etudes
Students must be prepared to play two etudes from the following list. Etudes need not be memorized. Each
bulleted item () represents one selection for assessment purposes.
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Technical tests are to be played from memory, ascending and descending. Metronome markings indicate
minimum speeds. Scales, chords, and arpeggios on the lever harp are to be executed as for the pedal harp, within
the same ranges, but keys are limited to tonalities of four sharps or three flats.
Lever harp students are expected to use enharmonic changes where necessary.
Major b b
C, G, D, A, E, F, B , E HT
= 72
3 octaves + 2 notes
Harmonic Minor A, E, B*, F *, C *, D, G, C
Melodic Minor A, E, D, G, C pedal: HT
lever: RH only
3 octaves + 2 notes
Triplet Scales All modes HT
play RH as written; play LH = 88
1 octave lower
Larivire: Exercises and Etudes for HT
the Harp, nos. 15, 16, 17, and 18 = 66
nos. 2, 5, and 6 HT = 46
Hand Stabilizers
d, e, and h HT
d: start with either hand d: = 92 d:
e, h: play RH as written; e: = 66 e:
play LH 1 octave lower
h: = 92 h:
Four-Note Chords
Major b b
C, G, D, A, E, F, B , E HT
= 72 rolled:
1 octave
Minor A, E, B, F , C D, G, C
ending with IIVVI
chord progression broken:
Dominant 7th of Major Keys b b
C, G, D, A, E, F, B , E HT
1 octave
Diminished 7th of Minor Keys A, E, B, F , C , D, G, C
Arpeggios (see pp. 2224)
Major** b b
C, G, D, A, E, F, B , E HT: start with LH
= 92
5 octaves
Minor** A, E, B, F , C , D, G, C
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: major and minor 2nds, 3rds, and 6ths, minor 7th, perfect 4th, 5th, and octave
below a given note: major 2nd, major and minor 3rds, minor 6th, major 7th, perfect 4th, 5th, and octave
Chords
Students will be asked to identify any of the following chords after the adjudicator has played the chord once in
solid form, close position:
major and minor triads in root position
dominant 7th and diminished 7th chords in root position
Cadences
Students will be asked to identify, by name or symbols, any of the following cadences in major or minor keys.
The adjudicator will play the tonic chord once, and then play a short phrase ending with a cadence twice.
perfect (authentic, VI)
plagal (IVI)
Playback
Students will be asked to play back a melody of approximately nine notes, either on the harp or on the piano.
The melody will be about an octave in range and will contain rhythmic figures that are slightly more difficult
than those used for the rhythmic test for Level 6. The adjudicator will name the key, play the tonic chord once,
keys: C, G, D, F, or Bb major
and play the melody twice.
Reading Skills
Playing
Students will be asked to play a short composition equal in difficulty to the repertoire of Level 4.
Clapping
Students will be asked to clap or tap a rhythmic pattern in or time. A steady pace and rhythmic accentuation
are expected.
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play four repertoire selections from memory: one selection from List A, one selection
from List B, and two contrasting selections by different composers from List C. Repertoire selections must be
memorized.
List A contains Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B contains Classical and Romantic Repertoire
List C contains 20th- and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
List B
Godefroid, Flix Rossini, Gioacchino
Etude (transc. Dominig Bouchaud, in Pices Sonata in E flat major OTT
classiques pour la harpe celtique, 5 BIL)
Thomas, John
Jones, Edward A Minstrels Adieu to His Native Land
Edward Jones Classics (ed. Meinir Heulyn ALA) [Note: this work is to be played on the lever harp in
Cainc Dafydd Broffwyd (The Tune of David the the key of A minor. Adjustments must be made to
Prophet) accommodate the lever harp: in Variation 2, m. 10,
Pant Corlan yr Wyn (The Hollow of the Lambsfold) for both hands instead of G, E, C, G, play F, E, C, A2;
Y Bardd yn ei Awen (The Poets Muse) in Variation 4 (p. 7), omit mm. 2426 (for reference,
m. 28 is a whole-measure rest)].
List C
Carles, Marc Houdy, Pierick
Suite Medivale EMT Telenn (Sonata for Harp without Pedals) SLV
Sicilienne and Tambourin 1st movement
Damase, Jean-Michel Mgevand, Denise
Adagietto (transc. Grard Devos, in Pices brves Perspectives I et II pour harpe celtique BIL
contemporaines pour harpe, 1 ERR) Perspectives I
Debussy, Claude Ortiz, Alfredo Rolando
La fille au cheveux de lin (transc. Barbara The International Rhythmic Collection, 2 ORT
Brundage, in Classics on Request, 1 SEA) Cocorn (Advanced version)
Premire arabesque (transc. Barbara Brundage Milonga para amar (Advanced)
SEA)
Salzedo, Carlos
Haworth, Frank Suite of Eight Dances L&H
Ivena Suite CMC Gavotte
3rd movement (Allegretto con moto)
Volp Bligh, Elizabeth
Henson-Conant, Deborah Solos for Lever or Pedal Harp AVO
New Blues HIP A New Harp!
Wallace, Sharlene
Winter Still GTM
Etudes
Students must be prepared to play all of the etudes listed below. Etudes need not be memorized.
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment. Technical
tests are to be played from memory, ascending and descending. Metronome markings indicate minimum speeds.
Students are expected to use enharmonic changes where necessary.
Scales Keys Played Tempo Note Values
C, G, D, A, E, F, Bb , Eb
Major HT
3 octaves + 2 notes = 92
Natural Minor (Aeolian Mode) B, F , C
Harmonic Minor A, E, D, G, C,
Melodic Minor A, E, D, G, C RH only
3 octaves + 2 notes
Triplet Scales all modes HT
= 92
play RH as written;
play LH 1 octave lower
Larivire: Exercises and Etudes for HT
= 80
the Harp, nos. 15, 16, 17, and 18
Four-Note Chords
Major C, G, D, A, E, F, Bb , EbHT
= 84 rolled:
1 octave
Minor A, E, B, F , C , D, G, C ending with IIVI VI
broken:
chord progression
Dominant 7th of Major Keys C, G, D, A, E, F, Bb , Eb start RH
1 octave
Diminished 7th of Minor Keys A, E, B, F , C , D, G, C start LH
1 octave
Arpeggios (see pp. 2224)
Major C, G, D, A, E, F, Bb , Eb HT: start with LH = 100
Minor A, E, B, F , C , D, G, C HT: start with LH
Dominant 7th of Major Keys C, G, D, A, E, F, Bb , Eb HT: start with RH
Diminished 7th of Minor Keys A, E, B, F , C , D, G, C HT: start with LH
Build-up C major 5 octaves
= 44
Larivire: Exercises and Etudes for HT
= 66
Harp, nos. 20, 22, 24, 26, 28, and
30
Octaves (solid and broken)
Major C HT
1.5 octaves; dampen the
= 60 solid:
LH bottom note
broken:
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: any interval within the octave
below a given note: any interval within the octave except a diminished 5th (augmented 4th)
Chords
Students will be asked to identify any of the following chords after the adjudicator has played the chord once in
solid form, close position:
major and minor triads in root position and first inversion. Students must identify the quality of the triad
(major or minor) and name the inversion.
dominant 7th and diminished 7th chords in root position
Cadences
Students will be asked to identify, by name or symbols, any of the following cadences in major or minor keys.
The adjudicator will play the tonic chord once, and then play a short phrase ending with a cadence twice.
perfect (authentic, VI)
plagal (IVI)
imperfect (IV)
Playback
Students will be asked to play back the upper part of a two-part phrase in any major key, either on the harp or on
the piano. The adjudicator will name the key, play the tonic chord once, and play the phrase twice.
Reading Skills
Playing
Students will be asked to play a composition approximately equal in difficulty to the repertoire of Level 6.
Clapping
Students will be asked to clap or tap a rhythmic pattern in or time. A steady pace and rhythmic accentuation
are expected.
Level 10 students who wish to pursue an Associate Diploma in Harp Performance or a Teachers Associate
Diploma in Harp must achieve either an overall mark of 75 or a minimum of 70 percent in each section of the
Level 10 assessment. Figures in bold parentheses next to the total mark allotted for each section indicate the
minimum number of marks required to receive 70 percent.
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play six OR seven repertoire selections: two selections OR one sonata from List A,
two selections from List B, two contrasting selections by different composers from List C, and one selection from
List D. Repertoire selections must be memorized.
List A contains Pre-Baroque, Baroque, Celtic, Traditional, and Folk Repertoire
List B contains Classical and Romantic Repertoire
List C contains 20th-century Repertoire
List D contains late 20th- and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
List A
Arne, Thomas Corelli, Arcangelo
Sonata no. 7 in A major (transc. David Watkins, Giga (transc. Lucille Lawrence, in Solos for the Harp
in Anthology of English Music, 3 S&B) Player SCH)
Sonata no. 3 in G major (transc. David Watkins, Rameau, Jean-Philippe
in Anthology of English Music, 3 S&B)
Menuets, from Plate (transc. H. Reni, in
Bach, Carl Philipp Emanuel Classiques de la harpe, 1 LED)
Solfegietto, (arr. Marie Miller FIS) Musette, from Les Indes galantes (transc. H. Reni,
in Classiques de la harpe, 1 LED)
Bach, Johann Sebastian
Bourre, from Partita no. 1 in B minor (transc. Rigaudon (transc. Lucille Lawrence, in Solos for the
Harp Player SCH)
Carlos Salzedo LYR)
Etude no. 12 [Prelude from Violin Partita no. 3] Tambourin (transc. Lucille Lawrence, in Solos for
the Harp Player SCH)
(arr. Marcel Grandjany, in Etudes for Harp Selected
from Bach Sonatas and Partitas for Unaccompanied
Violin FIS)
List B
Beethoven, Ludwig van Hasselmans, Alphonse
Minuet (transc. Annie Louise David, in Album of Follets, op. 48 DUR
Solo Pieces for the Harp, 2 LYR; VAN) Gitana: caprice pour la harpe, op. 21 BIL
Variations on a Swiss Air (transc. Nicanor Petite Valse, op. 25 BIL
Zabaleta OTT) La source, op. 44 DUR
Dussek, Jan Ladislav Haydn, Franz Joseph
Six Sonatinas for the Harp LYR Theme and variations, Hob. VIII:5 (transc. Carlos
Sonatina no. 1 in C major Salzedo FIS)
Sonatina no. 3 in G major Hoberg, Margaret
Sonatina no. 4 in B flat major Polonaise (transc. Annie Louise David, in Album of
Sonatina no. 5 in F major Solo Pieces for the Harp, 1 VAN)
Gluck, Christoph Willibald
Zabel, Albert Heinrich
Gavotte, from Armide (transc. Samuel Pratt CHM) Marguerite at the Spinning Wheel (in Album of
Solo Pieces for the Harp, 2 VAN)
List D
Students should be prepared to play all of the following orchestral excerpts. In addition, students are encouraged
to listen to and be familiar with the works from which these excerpts are taken. Students may use standard
published orchestral parts for the specific excerpts. Alternatively, students may use excerpts published in
Principal Harp: A Guidebook for the Orchestral Harpist, edited by Sarah Bullen (Bloomington, IN: Vanderbilt Music,
1995).
Technical Requirements
Etudes
Students must be prepared to play two contrasting etudes from the following list. Etudes need not be memorized.
Each bulleted item () represents one selection for assessment purposes.
Bach, Johann Sebastian Bochsa, Nicholas Charles
Etude no. 3 [Sarabande, from Partita no. 1 in B flat Quarante tudes faciles, op. 318, bk 1 LED
minor for solo violin, BWV 1002] (transc. Marcel one of nos. 12, 13, 14, 15, 16, 17, 18, 19, or 20
Grandjany, in Etudes for Harp Selected from Bach Quarante tudes faciles, op. 318, bk 2 LED
Sonatas and Partitas for Unaccompanied Violin FIS) one of nos. 22, 24, 26, 28, 29, 30, 31, 32, 33, 34,
Etude no. 4 [Sarabande double, from Partita no. 1 35, 36, 37, 38, 39, or 40
in B minor for solo violin, BWV 1002] (arr. Marcel
White, Jason
Grandjany, in Etudes for Harp Selected from Bach
Harpology, 2 AVO
Sonatas and Partitas for Unaccompanied Violin FIS)
Political Funk
Etude no. 6 [Sarabande from Sonata no. 2 in
A minor for solo violin, BWV 1003] (arr. Marcel
Grandjany, in Etudes for Harp Selected from Bach
Sonatas and Partitas for Unaccompanied Violin FIS)
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Technical tests are to be played from memory, ascending and descending. Metronome markings indicate
minimum speeds.
Students are expected to use enharmonic equivalents where necessary.
Major all keys HT
Harmonic Minor all keys 3 octaves + 2 notes = 92
Intervals
Students may choose to:
(a) identify any of the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum any of the following intervals after the adjudicator has played the first note once.
above a given note: any interval within the octave
below a given note: any interval within the octave
Chords
Students will be asked to identify any of the following four-note chords after the adjudicator has played the chord
once in solid form, close position:
major and minor four-note chords in root position, first inversion, and second inversion. Students must
identify the quality of the chord (major or minor) and name the inversion.
dominant 7th and diminished 7th chords in root position
Cadences
Students will be asked to identify, by name or symbols, any of the following cadences when played in a simple
phrase. The adjudicator will play the tonic chord once, and then play the phrase twice. The phrase may be in a
major or minor key and contain up to three cadences.
perfect (authentic, VI)
plagal (IVI)
imperfect (IV)
deceptive (VVI)
Playback
Students will be asked to play back the lower part of a two-part phrase in any major key, either on the harp or on
the piano. The adjudicator will name the key, play the tonic chord once, and play the phrase twice.
Reading Skills
Playing
Students will be asked to play a composition approximately equal in difficulty to the repertoire of Level 6.
Clapping
Students will be asked to clap or tap a rhythmic pattern in or time. A steady pace and rhythmic accentuation
are expected.
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to play six repertoire selections: one from each of Lists A, B, C, and D, and two more
selections from any two different lists. Memorization is compulsory. A mark of zero will be given for any selection
played from the score. Consultation of the score is not permitted. The artistic balance of the program will be
considered in the final assessment.
List A contains Pre-Baroque and Baroque Repertoire
List B contains Classical and Romantic Repertoire
List C contains 20th-century Repertoire
List D contains late 20th- and 21st-century Repertoire
Each bulleted item () represents one selection for assessment purposes.
A maximum of 60 minutes is allowed for the performance. The adjudicator may stop the performance if it
exceeds the allotted time.
List B
Orchestral Excerpts
Students should be prepared to play all of the following orchestral excerpts. In addition, students are encouraged
to listen to and be familiar with the works from which these excerpts are taken. Students may use standard
published orchestral parts for the specific excerpts. Alternatively, students may use excerpts published in
Principal Harp: A Guidebook for the Orchestral Harpist, edited by Sarah Bullen (Bloomington, IN: Vanderbilt Music,
1995).
Academic Prerequisites
Advanced Rudiments
Intermediate Harmony or Intermediate Keyboard Harmony
History 1: An Overview
History 2: Middle Ages to Classical
Academic Co-requisites
History 3: 19th Century to Present
And any two of:
Advanced Harmony or Advanced Keyboard Harmony
Counterpoint
Analysis
The Teachers Associate Diploma in Harp will be awarded only to students who are 18 years of age or older and is
designed to strengthen the qualifications and teaching techniques of private studio teachers. Pedagogical ability
and accomplishments are assessed through the Teachers Associate Diploma in Harp.
Repertoire
Please see Assessment Repertoire on pp. 1213 for important information regarding this section of the
assessment. For more information on editions please see Harp Resources on p. 78.
Students must be prepared to perform five contrasting selections from the following list of sources. Memorization
is encouraged but not required. One total mark will be awarded for the performance of the Repertoire Section.
one Baroque or Classical sonata from Level 10 or Associate Diploma in Harp Performance
one selection from Level 10 repertoire
one selection from Level 8 or 9 repertoire on lever harp, demonstrating facility with levers.
two selections from the Associate Diploma in Harp Performance repertoire
Technical Requirements
Etudes
There are no etudes for the Teachers Associate Diploma in Harp assessment.
Technical Tests
Please see Technical Tests on pp. 2030 for important information regarding this section of the assessment.
Students must play all Level 10 Technical Tests from memory. Please see p. 62 for Level 10 Technical Tests
requirements.
Aural Skills
Meter
Students will be asked to identify the time signature of a four-measure passage. The adjudicator will play each
passage once.
time signatures: , , ,
Intervals
Students may choose to:
(a) identify the following intervals after the adjudicator has played the interval once in broken form,
OR
(b) sing or hum the following intervals, after the adjudicator has played the first note once.
above a given note: any interval within a major 9th
below a given note: any interval within the octave
Chords
Students will be asked to identify, by chord symbols or names, the chords used in a four-measure phrase. The
phrase will be in a major key, will begin with a tonic chord, and may include chords built on the first, second,
fourth, fifth, and sixth degrees of the scale. The final cadence may contain a cadential six-four chord and/or a
dominant 7th chord.
The adjudicator will play the tonic chord once and then play the phrase twice at a slow to moderate tempo. During
the second playing, the student will name each chord after it is played.
Playback
Students will be asked to play back a two-part phrase of approximately three measures. The phrase will be in a
major key. The adjudicator will name the key, play the tonic triad once, and play the melody twice.
Reading Skills
Playing
Students will be asked to play two passages at sight:
One passage will be approximately equal in difficulty to the repertoire of Level 6..
One passage will be approximately equal in difficulty to the repertoire of Level 4.
Students are expected to demonstrate the musical features and characteristics of the music both in performance
and orally.
Clapping
Students will be asked to clap or tap a rhythmic pattern. A steady pace and rhythmic accentuation are expected.
A: Pedagogical Principles
This part of the assessment will test the students Students should also be prepared to discuss and to
knowledge of the principles of harp playing. Students demonstrate their practical knowledge, including:
should demonstrate an understanding of the a practical knowledge of teaching methods and
fundamental methodologies used in harp teaching, materials, with special attention to beginners
including: knowledge of basic technical exercises and their
body position and how to sit at the instrument progressions together with demonstrations if
position and action of fingers, hands, wrists, and requested
arm control and evenness of sound integration of ear training, Reading Skills, and
tone production, phrasing, expression, and theory into the learning experience
dynamics performance practice and interpretation
production of glissandi, harmonics, and various appropriate to specific composers and historical
special effects sounds style periods, including a familiarity with
use of levers and pedals repertoire suitable for teaching at junior,
parts of a harp intermediate, and senior levels
basic maintenance: tuning by ear and with tuner,
replacement of strings
B: Applied Pedagogy
All academic co-requisites must be completed before or within five years after the respective session of the
performance assessment to which they apply. Extensions will not be granted. Students are strongly advised to
complete their academic work before, or at the same time as, their performance assessment. (Please see p. 9 for a
list of academic prerequisites and co-requisites.)
RUDIMENTS
64
74 Academic Assessments
Assessments The
The Music Development Program
Royal Conservatory of Music
HARMONY, KEYBOARD HARMONY, COUNTERPOINT, AND ANALYSIS continued
Analysis
Advanced harmonic and structural analysis of musical
forms based on the material of Basic, Intermediate,
and Advanced Harmony, as well as short post-1900
compositions.
Three-hour assessment.
MUSIC HISTORY
History 1: An Overview History 3: 19th Century to Present
An overview of styles, composers, and music of the Styles, composers, and music of the 19th, 20th, and
Baroque, Classical, and Romantic periods, and the 21st centuries.
20th century. Three-hour assessment.
Three-hour assessment.
Bassoon Syllabus
Harp Syllabus Academic Assessments
Assessments 7565
Resources
The following texts are useful for reference, teaching, and assessment preparation. No single text is necessarily
complete for assessment purposes.
General Resources
Musicianship
Bennett, Elsie, and Hilda Capp. Complete Series of Sight Finn, Cheryl and Eamonn Morris. Perfection Ear:
Reading and Ear Tests. 10 vols. Toronto, ON: The Ear Training Practice Sets. 11 compact discs
Frederick Harris Music Co., Limited, 19681970. (IntroductoryLevel 10). Toronto, ON: The
Berlin, Boris, and Andrew Markow. Ear Training for Frederick Harris Music Co., Limited, 1997.
Practical Examinations: Melody Playback/Singback. Harris, Paul. Improve your Sight-reading! A Workbook for
4 vols. (Levels 1Associate Diploma). Toronto, Examinations. London: Faber, 1994.
ON: The Frederick Harris Music Co., Limited, Hindemith, Paul. Elementary Training for Musicians.
19861988. 2nd ed. London: Schott, 1974.
. Ear Training for Practical Examinations: Rhythm Schlosar, Carol. Comprehensive Ear Training,
Clapback/Singback. 3 vols. (Levels 17). Toronto, Professional Series: Exercises Based on the
ON: The Frederick Harris Music Co., Limited, Examination Requirements of The Royal
19891991. Conservatory of Music and National Music
. Four Star Sight Reading and Ear Tests. Ed. Scott Certificate Program. 10 vols. (Levels 1Associate
McBride Smith. 11 vols. Rev. ed. (Introductory Diploma) (book with CD or MIDI). Toronto, ON:
Level 10). Toronto, ON: The Frederick Harris The Frederick Harris Music Co., Limited. First
Music Co., Limited, 2002. published Sicamous, BC: Keystroke Publishing,
Berlin, Boris, and Warren Mould. Basics of Ear 1993.
Training. (Levels 8Associate Diploma). Miami, . Comprehensive Ear Training: Student Series.
FL: Warner Bros. Publications. First published 11 compact discs (Levels 1Associate Diploma).
Toronto: Gordon V. Thompson Music, 1968. Toronto, ON: The Frederick Harris Music Co.,
. Rhythmic Tests for Sight Reading. (Levels 8 to Limited. First published Sicamous, BC: Keystroke
Associate Diploma). Miami, Florida: Warner Publishing, 1998.
Bros. Publications. First published Toronto, ON:
Gordon V. Thompson Music, 1969.
Braaten, Brenda, and Crystal Wiksyk. Sound Advice:
Theory and Ear Training (Levels 18) (online audio
tracks at www.soundadvicedirect.com). Toronto,
ON: The Frederick Harris Music Co., Limited,
20052006.
Books
Bunting, Edward. The Ancient Music of Ireland. Palkovic, Mark. Harp Music Bibliography: Compositions
Mineola, NY: Dover Publications, 2000. First for Solo Harp and Harp Ensemble compiled
published Waltons Piano and Musical Instrument by Mark Palkovic. Bloomington, IN: Indiana
Galleries (Publications Dept.) Ltd., 1969. University Press, 1995.
Chaloupka, Stanley. Harp Scoring. Glendale, CA: Riley, Laurie. The Harpers Handbook. Mendocino, CA:
Glendale Instant Printing, 1979. Mayapple Publishers, 1991.
Inglefield, Ruth. Marcel Grandjany: Concert Harpist, Reusch, Roslyn. Harps and Harpists. London:
Composer, Teacher. Washington: University Press Duckworth, 1989.
of America, 1979. Swanson, Carl. A Guide for Harpists, Boston, MA:
Inglefield, Ruth, and Lou Ann Neill. Writing for the Boston Editions, 1984.
Pedal Harp. Berkeley, CA: University of California Verennes, Franois des. Henriette Reni: Living Harp.
Press, 1985. 2nd ed. Bloomington, IN: Music WorksHarp
Kinnaird, Allison. A Tree of Strings. Shillinghill: Editions, 1990.
Kinmor Music, 1992. Weidensaul, Jane B. Scientific Tuning: A Manual for
Maher, Tom. The Harps a Wonder. Mullingar: Harpists. Teaneck, NJ: Willow Hall Press, 1979.
Uisneach Press, 1991. Yeats, Grinne. The Harp of Ireland. Belfast: Belfast
Owens, Dewey. Carlos Salzedo: From Aeolian to Harpers Bicentenary Ltd., 1992.
Thunder. Chicago, IL: Lyon & Healy, 1992.
Bouchard, Dominig, arr. Pices classiques pour la harpe Friou, Deborah, arr. Ballads and Court Dances of the
celtique ou la harpe simple mouvement/Classical 16th and 17th Centuries. Milwaukee, WI: Hal
Pieces for Celtic Harp or Simple Action Harp. 6 vols. Leonard, 1994.
Paris: G. Billaudot, 1995. . Baroque Music for the Harp. Brunswick, ME:
Bullen, Sarah, ed. Principal Harp: A Guidebook for Friou Music, 1999.
the Orchestral Harpist Audition Excerpts plus Grandjany, Marcel, and Jane Weidensaul. First Grade
Practical Advice on Orchestral Performance. Rev. ed. Pieces for the Harp. New York, NY: Carl Fischer,
Bloomington, IN: Vanderbilt Music, 1995. 1965.
Campen, Ank van, ed. Classical Tunes for the Irish Grandjany, Marcel, arr. Short Pieces from the Masters.
Harp. Amsterdam: Broekmans & Van Poppel, New York, NY: Carl Fischer, 1969.
1972. Hewett, Margaret. The Complete Book of the Small
David, Annie Louise, ed. Album of Solo Pieces for the Harp: For Teachers, Pupils, and Self-taught
Harp. 2 vols. Boston, MA: Boston Music, n.d. Musicians. Clapham Common: Margaret Hewett
Devos, Grard, transc. Pices brves contemporaines Productions, 1982.
pour harpe. Annotes et doigtes par Grard Kinneard, Alison. The Small Harp: A Step by Step Tutor.
Devos. 3 vols. Paris: Editions Rideau Rouge, Shillinghill: Kinmor Music, 1989.
19671971. Kondonassis, Yolanda, arr. The Yolanda Kondonassis
Dilling, Mildred, ed. and arr. Old Tunes for New Collection. New York, NY: Carl Fischer, 2004.
Harpists. King of Prussia, PA: Theodore Presser, Lawrence, Lucile, ed. Solos for the Harp Player. New
1934. York, NY: Schirmer, 1966.
. Thirty Little Classics for the Harp. Philadelphia, Ledet, Marlene Shepard. Of Rhymes and Seasons: A
PA: Oliver Ditson, 1938. Beginning Collection of Pieces for the Troubadour
Le Dentu, Odette, arr. Pices classiques pour la harpe Harp or the Folk Harp. Chicago, IL: Lyon and
celtique. 4 vols. Paris: Billaudot, 19781979. Healy, 1983.
Bach, Johann Sebastian. Etudes for Harp selected from Ortiz, Alfredo Rolando. The International Rhythmic
Bach Sonatas and Partitas for Unaccompanied Violin. Collection: For All Harps or Piano. Corona, CA:
Arr. Marcel Grandjany. New York, NY: Carl Ortiz Books and Recordings, 1994.
Fischer, 1970. Ortiz, Alfredo Rolando. From Harp to Harp with Love.
Grandjany, Marcel. Little Harp Book. New York, NY: Corona, CA: Ortiz Books and Recordings, 1983.
Carl Fischer, 1966. Pozzoli, Ettore. 65 Piccoli studi facile e progressive. In
Maria Grossi, ed. Metodo per arpa. Milan: Ricordi,
1946.
Associations
American Harp Society World Harp Congress
Contact: Kathleen Moon, Executive Secretary Contact: Lu Buranen, Membership Database
PO Box 3833, Los Angeles, CA 90038-0334 USA 1008 Corona Dr., Fircrest, WA 98466-6519 USA
tel: 323-469-3050 email: WHCMembership@comcast.net
email: kmoon@UCLAlumni.net www.worldharpcongress.org
www.harpsociety.org
Toronto Chapter contact: Ms. Liliana Dimitrijevic The Historical Harp Society
tel: 416-391-5418 PO Box 662, Havertown, PA 19083-0662 USA
www.torontoharp.org email: HHHSTreas@yahoo.com
www.historicalharps.org
International Society of Folk Harpers and Craftsmen
Contact: Alice Williams
1614 Pittman Drive, Missoula, MT 59803 USA
email: clem@in-tch.com
www.folkharpsociety.org
Music Development Program students are encouraged Lyon and Healy Harps (music catalog service)
to obtain materials listed in this syllabus through 168 North Ogden Avenue, Chicago, IL 60607 USA
local music dealers. However, students may wish to tel: 312-786-188
refer to the following specialized sources. toll free: 1-800-621-3881
www.harp.com
Repository of the American Harp Society
Repository Librarian Melodys Traditional Music & Harp Shoppe
123 Weatherstone Drive, Forest City, NC 28043 21626 Gentry Rd., Cypress, TX 77429 USA
USA tel: 281-890-4500
www.folkharp.com
International Music Service (music catalog service)
133 West 69th St., New York, NY 10023 USA Vanderbilt Music Company (music catalog service)
tel: 212-580-3360 PO Box 456, Bloomington, IN 47402 USA
fax: 212-580-9829 tel: 812-333-5255
www.lyramusic www.vanderbiltmusic.com