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即使是專業演奏者，他們都會在表演時感到緊張，何況是一般的學生。當他們感到緊張時，大多會出現口乾、掌心冒汗、身體抖顫、胃部不適等情況。
根據我們多年來為學生準備應試的經驗，我們歸納了一些有效的應試技巧，希望能幫助學生消除對考試/ 在表演過程中所產生的焦慮及緊張的情緒。 |
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| 考生/ 表演者應該對考試/ 表演場地有充足的了解。最好可以在考試/ 表演前進行一場正式綵排，但對於香港的考生/ 表演者來說，很多時是不可能綵排的，所以我們建議考生/表演者準備非常充足的時間到達考試/ 表演場地，促使他們平伏及紓緩緊張的情緒。 |
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| 在眾多人面前表演/ 演奏與自己在家中獨自練習的感覺截然不同。當您覺得準備充足，有足夠的信心在眾人面前表演/ 演奏時（即使只有三至四個觀眾）是一個很好的試前/ 表演前的綵排或練習。 |
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| 呼吸加速是最常見的緊張的表現。最有效的舒緩方法是控制您的呼吸。呼吸練習—緩緩從鼻子吸入空氣，同時由一數到五，接著從口呼出，重複以上步驟直至舒緩緊張的情緒。 |
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| 當您進入考試場地或踏上表演舞台開始，記緊向您的觀眾（考官）報以微笑。這不但令觀眾（考官）留下良好印象，最主要能令體內釋放出(endorphin)安多分，這分泌能令您的心情大大放鬆。 |
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| 請在考試或表演時提醒自己“您是在分享音樂，分享喜悅” ，把您努力練習的成果與觀眾（考官）分享！ |
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| 每個演奏者都曾經在演奏中出錯，切記不要把微小的失誤放在心裡，應盡情享受演出/ 考試的過程，要知道觀眾絕不會介意些許的瑕疵。 |
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| “Enjoyment through achievement” 參加音樂考試除了可令您獲取世界認可的證書以外，也能透過平時上課所學的技巧和知識，經過多番練習，最終在考試過程中獲得成功感（滿意考試成績）。 |
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學生會自覺的練習 |
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改善演奏技巧 |
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由國際專業的考官評核您的水平 |
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給您一個表演的機會 |
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得到國際認可證書 |
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老師應為學生選取合適組合的歌曲 |
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家長在考試前要不斷鼓勵、讚賞學生平日所付出的努力 |
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制定一個有計劃的練習時間表 |
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老師可安排各學生上課時作獨立演奏，能給予學生表演經驗 |
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不要忽略音階、節奏、聽音練習 |
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考試時感到心情緊張是非常常見的現象。嘗試在進入試場或考試時向觀眾報以微笑，這能令你獲得額外信心。記著考官是非常期待您的表演！ |
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考試前請預留時間給您和您的樂器熱身。您可以輕微擺動手指或輕聲吹奏您的樂器。 |
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不要驚訝試場內有兩位考官（其中只有一位是評核您的）。 |
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應付鋼琴考試的同學，請向考官要求給您一點時間彈奏一下鋼琴。除此之外，您也可揀選應考音階或樂曲的先後次序。 |
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應考其他樂器的同學請先與鋼琴調音，接著考生可吹奏一、兩個小節或音階作熱身。 |
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您能隨時調校譜架或琴椅的高度，當您認為找到適合的高度才開始。 |
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準備完畢後，請告訴考官您應考的曲目，您可以把曲目寫在紙上，以防忘記。 |
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演奏完一首樂曲後，可能考官會有短暫的停頓（考官需要填寫評語及評分），當他完成評分後會提醒您可以繼續演奏。 |
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切記，考生會支持您的，他們都期望您取得佳績。 |
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| 請老師幫忙，選擇您所喜愛的歌曲。
練習艱深的樂曲時，請先把速度由慢加快地練習。
把以上的步驟不斷重複地練習，接著一口氣把整首音樂由頭到尾演奏一次（中間最好不要停頓），把這培養成習慣，即使中間偶有錯誤，都繼續演奏，直至樂章結束為止。
在家人或朋友面前演奏，培養自信心。
練習揭譜技巧或可背誦第二頁之樂譜首1至2個小節，或可影印第2頁之樂譜，方便閱讀。
弦樂、木管樂或聲樂的學生需熟悉鋼琴伴奏部分，尤其前奏樂章，一定要安排時間與鋼琴伴奏排練數次。
請每日練習音階，練習音階能使您的基本功大大提升（例如呼吸、指法、協調等）。
緊記當考視奏(sight- reading)時，不要因錯誤或不懂演奏而停頓，只有不停地演奏，合格才不會離您太遠。除此之外，即使錯音或錯拍子，也要保持整體拍子。最後請把握半分鐘內熟讀視奏樂譜。
聆聽口試
多收聽古典音樂唱片或香港電台第四台所播放的古典音樂，當然到現場觀賞演奏會都會對您應付考試有Aural test幫助。
參加合唱團、管弦樂團都對Aural test有幫助。
當您平時拉吹奏樂曲時，不明白樂曲中的拍子，可先行用雙手拍樂曲中的拍子。
當您收聽音樂時，可記住一小段旋律，然後用口唱一次。 |
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For many students the end of the year not only spells the prospect of music exams but perhaps also performing at an end of term Christmas concert. If pre-performance nerves are already starting to show, it may help to focus on mental preparation as well as practising your pieces.
Pre-performance nerves are extremely common, even among professional performers. Most of us will have experienced a dry mouth, sweaty hands, the shakes or even butterflies in the stomach – none of which are obviously helpful as a musician. If controlled effectively, however, these feelings and sense of alertness can actually help to give a performance the edge.
Here are our top tips for students to help you cope with performance anxiety and turn feelings of nervousness to your advantage. |
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| In the run-up to a performance, eating and resting properly are essential. If a performer is tired and run down they will start to doubt their abilities, and this leads to increased nervousness before and during the performance. |
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| All performers should know the venue location and what they are playing well in advance of a performance. Ideally try to have a dress rehearsal. This is not always possible, so we recommend that performers prepare themselves in plenty of time for their performance in order to stay calm and control their nerves on the night. |
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| This is something that top athletes do before taking part in competitions and is a powerful way to focus the mind! Before starting their daily practice, you could spend a couple of minutes visualising yourself giving a confident and successful performance – emotions that you can then replicate on the stage or during an exam. |
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| Playing in front of an audience is a very different experience to practising in private. Once you're comfortable with your repertoire, ask family or friends to listen. Even a small and supportive audience is enough to make most people feel a little on edge, and is good preparation for the real thing. |
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| A common symptom of nervousness is a quickening of the breathing. One of the best ways to calm down is to get control of your breathing. Why not try practising some breathing exercises; breathing in through the nose gently to the count of five and then breathing out through the mouth? Focus on counting your breaths and continue doing this until you feel calm and in control. |
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| When you walk into the exam room or onto the stage, smile at the audience. This may sound easier said than done, but you’ll be amazed at how much better this can make you feel. The act of smiling, even if you don’t really feel like it, encourages the release of endorphins (the body’s feel-good chemicals). These endorphins improve your state of mind and help you to relax. |
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| Make sure you don’t forget why you started playing or singing in the first place! Before a performance, remind yourself that you are about to share pieces that you (hopefully!) enjoyed learning and playing, and focus on communicating this enjoyment to the audience. |
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| Everyone, but everyone, makes mistakes. They are a normal part of live performance and nobody really minds hearing the odd slip in a concert – especially if it is played with flair! It is much more important to enjoy the performance and make it involving and exciting, than it is to get hung up on trying to be perfect. |
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‘Enjoyment through achievement’ is a phrase that sums up our
philosophy, and earning an ABRSM certificate is a rewarding
experience. If you are working hard to make progress with your music
you need some way of recognising your success and reassurance that
you are on the right road. This is exactly what music exams offer:
_ motivation and inspiration, working from a carefully structured
syllabus towards a definite goal
_ a measure of personal progress and attainment against internationally
recognised benchmarks
_ an objective guide to improve your musical skills
_ assessment by a respected and independent musician who has been
highly trained and is constantly monitored
_ sympathetic encouragement
_ performance opportunities
_ a real sense of achievement
Of course, music exams do not suit everyone and exam syllabuses are
not intended to provide a complete curriculum or choice of
repertoire to the exclusion of all other music. All performers should
explore a wide range of music to stimulate their interest and refresh
their outlook.
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The teacher usually makes the first move in suggesting an exam, and
once the pupil has been encouraged to practise hard, and really wants
to succeed, the stage is set for the work ahead. Experienced teachers
are familiar with the length of time it takes to prepare for each exam
and the care needed to ensure that the most appropriate and
appealing selection of pieces is presented. The wide choice available
in the syllabuses makes it particularly easy to choose a programme well
suited to each candidate and so the time spent in preparation will pass
enjoyably and productively.
Once the entry has been made, there is a real sense of purpose in the
preparation for the big day. Parents are particularly important at this
stage in giving continual support, encouragement and praise for
regular effort. Sometimes the pressure of a forthcoming exam causes
parents to go into ‘teacher mode’, which is usually not appreciated
either by their children or by the teachers themselves. A regular
timetable for practice and plenty of praise is much more helpful than
extra pressure at home; and a calm, cheerful attitude right up to the
start of the exam is of the greatest importance.
Teachers often arrange for their pupils to play to each other before
exams come around, giving valuable performance experience.
Preparing for exams takes careful planning and an awareness of the
importance of including all aspects of the exam in the lessons on a
regular basis. It is unfortunate if scales, sight-reading and aural tests
are all left to the last minute, with disastrous results for the pupil’s
confidence. |
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Feeling nervous before an exam is quite natural. Try smiling as you go into the exam room - this can give you extra confidence. And remember, your examiner is looking forward to hearing you play. |
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Use the time just before the exam to get your music and instrument ready. You can warm up silently by moving your fingers around or by blowing through your instruments. |
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Don't be surprised if there are sometimes two people in the exam room - only one of them will be examining you. |
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If you are taking a piano exam you can ask your examiner to let you try the piano for a moment before you begin. You can also choose whether to start the exam with your scales or your pieces. |
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If you are an instrumentalist your examiner will ask you to tune to the piano at the start of the exam. Whilst tuning you can play a scale or two or the first few notes of a piece to warm up. |
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Make sure that you are comfortable before you begin. If you would like help adjusting the stool or stand you can ask your examiner. |
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Be ready to tell your examiner which pieces you are going to play. You can write them on a piece of paper if you think you might forget. |
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Don't worry about short pauses between your pieces - your examiner will be writing and will tell you when to start your next piece. |
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Remember, the examiner is on your side and wants you to do your very best. |
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_ Check all the requirements in the current syllabus, as details can
change from time to time. Get hold of a copy of the current
Examination Information & Regulations booklet too, and check the
Syllabus Updates on the inside front cover.
_ Choose suitable pieces for the candidate and make sure you have
selected the right combination of pieces from the correct syllabus.
_ Try to incorporate at least a few minutes’ aural training and sightreading
into every lesson. Leaving them to the last minute will not
help the pupil’s confidence or the marks achieved.
_ Give a mock exam to the candidate well before the actual event, and
don’t forget to include walking into the room and setting up to
perform, as these are often the most unsettling moments before the
actual exam.
_ Encourage the pupil to perform the pieces to a friendly audience
(family, relatives and friends) or perhaps hold your own exam
candidates’ concert a couple of weeks before the exam.
_ Theory exams: it is a good idea for candidates to work through sample
papers before the exam so that they get used to the sort of questions
and to the time limit. It is important that each question is carefully
read and checked as some contain more than one part.
_ Remind the pupil of how long there is to go before the exam date and
plan out the work for the weeks ahead. Don’t forget to take into
account holidays and school pressures so there is no last-minute panic.
_ Encourage pupils to experience all sorts of musical activity
by playing in orchestras or chamber groups, singing in choirs
and listening to a wide range of music. A trip to a live concert,
particularly involving a piece by a composer they know, can really
motivate them. |
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_ Try to view the exam as a signpost of a pupil’s progress, not a
competitive target. There is no need for pupils to go straight on to the
next grade – it is essential that they enjoy performing a wide variety of
different styles of music without the continual pressure of an
approaching exam.
_ Speed of development will vary from pupil to pupil, and results may
not be as good as expected unless sufficient time is allowed between
exams to develop musical and technical skills, and to gain the
necessary maturity involved in playing the more advanced pieces.
_ It can help enormously if the parents speak to the teacher, read the
pupil’s notebook and understand what is being asked of the pupil
each week. The greatest support is helping the pupil find time to do
some uninterrupted practice each day, preferably when the pupil is
not tired, and giving lots of praise for practice achieved, regardless of
how it sounds. It is the teacher’s responsibility to make musical
correction and not the parents’! |
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