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Hello everyone,

Can someone please explain the different grade levels of solos and what makes one solo a grade 4 while the another is grade 5???

Thanks in advence, Tim

from what i understand.........there is no longer a diffinative grading system.

my local music store uses the new york grading system, however, i do not know the specs which they grade on.

trseaman wrote: . . . . Can someone please explain the different grade levels of solos and what makes one solo a grade 4 while the another is grade 5??? . . . .

Hi Tim,

I am curious also about where to read up on the various music grade numbers applied to tuba method and instruction materials, as well as solo literature. I assume that there is not one agreed-upon system or standard.

I am hoping for enlightenment from the educators. I assume that some of the more populous US states have established standards promulgated by their various music organizations. I have not learned the objective or subjective standards, other than those available in the link below. However, here is what I've learned so far about ability grading outside of the US:

The Associated Board of the Royal Schools of Music was founded in London in 1889 and now represents four Royal Colleges of Music in the U.K.:

The Royal Academy of Music, The Royal College of Music [both in London], The Royal Northern College of Music [in Manchester], and the Royal Scottish Academy of Music and Drama [in Glasgow].

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The grade examinations start with Grade 1 and are numbered progressively in order of difficulty to Grade 8. Entrance to Associated Board examinations is totally non-discriminatory [except for the age limit on Adult Assessment] and the only information asked of candidates is their name, instrument and Grade entered, and contact address of the person who entered them for the examination.

So the candidate who enters for Grade 1 could be aged 8 or 80. However, as most youngsters start learning an instrument between the ages of 7 - 10, that will be the age range of the majority of Grade 1 candidates. Progression through the Grades is usually one grade per year, so most Grade 8 candidates will probably be in their late ‘teens. After Grade 8 the student can progress to the Advanced Certificate examination. [Although not a graded examination, the standard expected to pass at Advanced Certificate level would be the equivalent of Grade 10, if such a grade existed.] This covers all instruments and singing and is a pre-entry requirement for the highest level examination offered by the Board; the Licentiate Diploma of the Royal Schools of Music. The LRSM is a professional qualification equivalent in standard to the graduate diplomas conferred by any one of the Royal Colleges of Music.

The Associated Board of the Royal Schools of Music (site has links to downloadable standards)
http://www.abrsm.org/?page=exams/graded ... index.html

Douglas Askey's band music scale:

1 - Beginning Band (first year students)
2 - Developing Band (advanced elementary or easy junior high)
3 - Young Band (average junior high)
4 - Concert Band (high school)
5 - Symphonic Band (difficult high school or college)
6 - Professional

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Here is how Encore Music music rates the difficulty of their band scores:

Level 1 (Easy)
Band music that has a rating of 1 is for 1st year beginner players, or elementary students. Arrangements have very basic rhythms with restricted ranges. These pieces are for undeveloped playing technique.

Level 1.5 (Easy)
Arrangements still have simple rhythms ad ranges and there is plenty of doubling. There is still a lot of uniformity in the rhythms from one instrument to the next.

Level 2 (Easy)
Arranged for 2nd-3rd year players with semi-fluent technique, these pieces have intermediate rhythms with some syncopation, duplet and triplet rhythms. The ranges are less restricted, and some changing meter work is introduced.

Level 2.5 (Easy-Medium)
Geared more toward 3rd year players, these pieces require a more fluent technique. Rhythms vary more as do the ranges that will be played. Changing meters may also be mroe frequent.

Level 3 (Medium)
Fourth year players, or junior high-level students may require these arrangements to be properly challenged. These generally have free use of syncopation as well as section and solo scoring. Cues and cross cues will also be used less.

Level 3.5 (Medium)
The more advanced 4th year players and some 5th year players will find this level to be more suitable to their playing technique with some extreme ranges being used.

Level 4 (Medium)
A level 4 difficulty rating brings very challenging rhythms to the piece. Syncopation will be freely used, as will the more extreme ranges for all instruments.

Level 4.5 (Medium-Hard)
Taking full advantage of syncopation and solos, this difficulty rating is recommended for students in the 6th year of playing, or in their freshman or sophomore year of a very good high school program.

Level 5 (Hard)
Arrangements with a difficulty 5 begin to introduce polyrhythms and asymmetrical meters. Changing meters are much more frequent and instrumentation may be more diverse, and include piano, harp, or percussion.

Level 5.5 (Hard)
Solo writing, non-metric notation, more polyrhythms, and virtuoso writing throughout are sure signs of the arrangement having a difficulty of 5.5. This music is recommended for the very advanced high school band.

Level 6 (Hard)
Pieces that have a rating of 6 are for college-level or professional grade players. These arrangements are extremely difficult in all phases of the performance.