Can I use sheet music during the performance?

Yes, you may use sheet music, but you should be familiar enough with your pieces to maintain good contact with the examiner and avoid turning pages awkwardly. Using music is fine, but relying on it too heavily may affect your communication.

What happens if I make a mistake during my performance?

Don't worry – minor mistakes are normal. The examiner is looking for overall musical communication, not perfection. If you make a slip, try to continue without stopping. If you stop, take a breath and restart from a suitable point. The examiner will be supportive.

Do I need to have passed any other exams before taking this award?

No, there are no prerequisites. This is an entry-level qualification, so it's designed for beginners. You just need to have prepared your pieces and be ready to perform.

How is the award graded?

The award is ungraded – you receive a Pass or Fail based on whether you meet the assessment criteria. The criteria include technical control, musical character, and overall performance. Most candidates who prepare well pass.

Can I choose my own pieces, or must they be from a specific list?

You can choose any pieces that are appropriate for your instrument or voice and that demonstrate basic performance skills. They don't have to be from an ABRSM syllabus. However, it's a good idea to check with your teacher that your choices are suitable.

Copper Music Medal

Q: How long is the ABRSM Entry Level Award in Music Performance assessment?

The assessment typically lasts about 10 minutes. You will perform your pieces (totalling 3-5 minutes) and may have a brief chat with the examiner about your music. There is no viva voce or aural test at this level.

ASSOCIATED BOARD OF THE ROYAL SCHOOLS OF MUSIC

vocational

The Copper Music Medal is the introductory level of the ABRSM Music Medals, designed to assess foundational performance and musicianship skills. Candidates present a solo piece, participate in an ensemble, and complete an option test, fostering both independent musicality and collaborative awareness. This qualification provides a structured pathway for early-stage learners to develop essential interactive, listening, and leadership abilities within a supportive framework.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

ABRSM Entry Level Award in Music Performance

Topic Overview

The ABRSM Entry Level Award in Music Performance is a foundational qualification designed for students who are beginning their musical journey. It assesses basic performance skills on any instrument or voice, focusing on the ability to present a short, prepared programme with confidence. This award is part of the wider Dance & Performing Arts suite and provides a stepping stone to graded music exams, helping students build essential skills in preparation, presentation, and musical communication.

To succeed, you need to perform two or three short pieces (totalling around 3-5 minutes) from memory or with music, demonstrating basic technical control, rhythmic accuracy, and a sense of musical character. The assessment is non-competitive and criterion-referenced, meaning you are judged against clear standards rather than compared to others. This qualification matters because it builds confidence, encourages regular practice, and gives you a tangible goal to work towards, all within a supportive framework that values effort and progress.

In the wider context of performing arts, this award introduces key concepts like stage presence, audience awareness, and the discipline of rehearsal. It also connects to other ABRSM qualifications, such as graded exams in instrumental or vocal performance, and can be a first step towards further study in music or related fields. By completing this award, you demonstrate not only musical ability but also commitment, organisation, and the ability to perform under assessment conditions.

Key Concepts

Core ideas you must understand for this topic

→Programme planning: Selecting two or three contrasting pieces that showcase different skills (e.g., a lyrical piece and a lively one) within the time limit.
→Technical control: Producing a consistent tone, accurate pitch, and steady rhythm appropriate to your instrument or voice.
→Musical character: Conveying the mood or style of each piece through dynamics, articulation, and phrasing.
→Performance etiquette: Entering and exiting the assessment room calmly, acknowledging the examiner, and managing nerves.
→Preparation and practice: Structuring practice sessions to build fluency, memory, and confidence before the assessment.

Learning Objectives

What you need to know and understand

Perform an individual line in an ensemble piece for two, three or four players which provides invaluable skills of interaction, listening and leading, Perform one piece from the solo repertoire lists for his or her instrument which underlines the importance of developing musical independence and individuality, Select one Option test from a choice of four to help build musicianship skills

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for demonstrating accurate synchronization with other parts in the ensemble, maintaining a steady pulse, and responding appropriately to dynamic and tempo changes.
Expect a secure performance of the chosen solo piece, with clear articulation, appropriate phrasing, and tonal control suitable to the instrument and Copper level.
Assess the ability to complete the selected Option test (Call & Response, Make a Tune, Question & Answer, or Sight-Reading) with musical understanding, technical accuracy, and adherence to the given structure.

Assessment Guidance

Guidance for achieving higher grades

💡In the ensemble, prioritize blending and responsiveness; make eye contact with other players to coordinate entries and exits smoothly.
💡For the solo piece, choose a piece that showcases your strengths and ensure you are comfortable with the technical demands to allow for a confident and expressive performance.
💡Practice the Option tests regularly as part of your routine; for Call & Response, aim to echo exactly what is heard with clarity and rhythmic precision.
💡Tip 1: Practise performing in front of others (friends, family, or a mirror) to build confidence. The examiner wants to see you enjoy your performance, not just get through it.
💡Tip 2: Choose pieces that suit your current ability, not pieces that are too hard. A well-played simple piece scores higher than a struggling attempt at a difficult one.
💡Tip 3: Use the first few seconds to settle yourself – take a breath, check your posture, and give a clear nod to start. This shows control and readiness.

Common Mistakes

Common errors to avoid in your coursework

Neglecting to listen and adjust balance within the ensemble, leading to overpowering or being inaudible.
Over-focusing on technical accuracy at the expense of musical expression in the solo piece, resulting in a rigid performance.
Misunderstanding the structure of the Option test, such as failing to maintain a pulse in Call & Response or improvising out of key.
Misconception: You must play from memory. Correction: You may use music, but you should be familiar enough to maintain eye contact with the examiner and avoid relying solely on the page.
Misconception: The pieces must be from the ABRSM syllabus. Correction: Any pieces of an appropriate standard are allowed; you can choose music you enjoy, as long as it demonstrates basic performance skills.
Misconception: You need to perform perfectly to pass. Correction: The award focuses on overall communication and effort; minor slips are acceptable if you recover and maintain musical flow.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic instrumental or vocal technique: You should be able to produce a recognisable sound and play/sing simple melodies with reasonable accuracy.
•Ability to read simple notation or play by ear: You don't need to be a fluent reader, but you should be able to learn and remember your pieces reliably.
•Some experience of performing to others: Even informal performances (e.g., to family) help reduce anxiety and build stage familiarity.

Key Terminology

Essential terms to know

Perform an individual line in an ensemble piece for two, three or four players which provides invaluable skills of interaction, listening and leading, Perform one piece from the solo repertoire lists for his or her instrument which underlines the importance of developing musical independence and individuality, Select one Option test from a choice of four to help build musicianship skills

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Copper Music Medal

Assessment criteria

Topic Overview

Key Concepts

Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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Related Topics in ASSOCIATED BOARD OF THE ROYAL SCHOOLS OF MUSIC vocational Dance & Performing Arts