From nervous beginnings to musical success: three siblings and their AMEB music exam experiences

Meet SA siblings Ryan, Ashleigh and Aaron, who between them have sat 48 AMEB exams! We thought it would be worthwhile talking with them to find out more about their experiences with AMEB.

How old were you when you started doing AMEB exams (and what syllabuses and grades)?

Ashleigh: I was 8 when I did my Preliminary Piano exam which was my first exam. I did my first Flute exam (Grade 1) at 10 years old.

Ryan: A little hard to remember back that far, but from memory around Year 1 or 2 for my Preliminary Piano exam. I also took my first Trumpet exam (Grade 2) in Year 6.

Aaron: I think I was around 6 or 7 when I took my first piano exam (Preliminary) and I took my first Alto Saxophone exam at 9 or 10 (started with Grade 2).

Whose decision was it for you to sit these exams?

Ashleigh: Our mum would have made the final decision for us to sit AMEB exams, but this would have been encouraged by our auntie (her sister) who was also Ryan’s and my piano teacher at the time.

Ryan: The decision was predominantly made by my mother who was the main advocate for our musical development, but academia was always enjoyable and all three of the kids in our family participated openly.

Aaron: Playing instruments and thus taking the exams was largely the decision of my mum.

Go mum! Why AMEB?

Ashleigh: As mentioned above, it would have been recommended by our auntie who had put in other students for exams previously. It was also important to our family to be able to strive towards continued progress and completing exams facilitated a way to measure that progress.

Ryan: AMEB had the structure and curriculum to facilitate measurable and carefully planned increase in technical proficiency whilst also developing further into more complex genres and aspects of music within one’s chosen instrument.

Aaron: Taking the exams was a concrete way to measure progress and skill level and AMEB is probably the most professional Australian institution to be measured by, at least for kids at that level.

If you can remember back to your very first exams, how did these shape your interest in learning music and your development? And what about your later exams?

Ashleigh: As I completed more exams and progressed to a higher technical proficiency on my chosen instruments, it furthered my interest in different repertoire and opportunities for playing my instruments such as in school bands and ensembles. Later exams confirmed for me that I was more interested in playing as an ensemble player than a solo performer.

Ryan: I would say that my first exam/s were enjoyable as I don’t have any particularly unpleasant memories of them. I always remember being a competitive individual and wanting to achieve the high standards set by my parents and exams seemed like a way to test and prove myself. Later exams were a result of concurrent study and wishing to progress to a professional level of musicality, as it was something I thoroughly enjoyed and was looking to pursue as a career.

Aaron: I don’t remember my very first exams, but as they went on into my later years I began to find having to focus on four or five pieces to an incredibly advanced technical degree to be somewhat limiting. I prefer to play with more variety, especially as I discovered my love for jazz.

Were there any particular experiences that stick out as particularly memorable to you? If so, why?

Ashleigh: I don’t have many particular memories of my exam experiences, however I do remember feeling nervous but encouraged to try my best. I remember examiners being clear and calm which allowed me to present as best I could despite any lingering anxiety.

Ryan: My most memorable experience would be my AMusA exam for piano as I remember the rigorous preparation that went into submitting a high-quality performance at the University for assessment. The other reason I remember the actual exam so vividly was that it was one of my most pleasing/satisfying performances with my own abilities and acceptance of everything that happened that day despite extreme cold in the examination room which led to “frozen” fingers that added an additional challenge to the exam.

Aaron: I remember taking my Grade 8 Piano exam during COVID at a private venue and the piano had to be sanitised between each student, so the keys were incredibly wet and slippery on the day of my exam. Not good for my pre-existing stress levels!

Did you use the exam results/certificates for applications, to fulfil any entry requirements/audition requirements and/or for your SACE?

Ashleigh: I remember using my results for music scholarship applications when I applied to high school. I also used my certificates to apply for additional SACE Stage 1 credits through the Community Learning Program. When I was looking for my first jobs I also had my exams on my resume as a way to show my different interests and achievements.

Ryan: The examination results certainly contributed to my musicality and performance ability which I used throughout my high schooling and reduced the difficulty of SACE Stage 1 and 2 subjects. This also helped prepare me for my Bachelor of Classical Performance audition and degree at the University of Adelaide.

Aaron: Not that I remember.

Would you recommend doing AMEB exams to others? Or perhaps even any future kids you might have?

Ashleigh: I would definitely recommend doing AMEB exams to others learning an instrument. When I look back on my AMEB exams, I feel proud that I was able to prepare and perform music to a specific standard – almost like going to another country and getting to practise different language skills. I will definitely consider AMEB exams for any future children.

Ryan: I would certainly recommend doing AMEB exams to others and use the syllabus and services of the AMEB for examinations of my own piano students. Future kids will hopefully share my passion for music and follow in/around my footsteps and do some music and exams.

Aaron: I think both playing music and measuring yourself with exams is very valuable, especially at a young age, so probably.

What are you doing today? Do you feel that studying music (including doing AMEB exams) helped prepare you in any way for this?

Ashleigh: I wear a few different hats – I’m a qualified primary teacher, a part-time administrative assistant at the AMEB and this year I’m also completing some additional part-time tertiary study. I have found my previous AMEB experience very useful in the office – it helped me acclimatise more quickly when I started as I already knew the system and it helps me find a lot of meaning in what I do here.

Ryan: I am currently an instrumental music teacher both privately and at a number of primary and high schools. I certainly feel that AMEB helped prepare me for this, as it laid the foundational qualities to continue enjoying and pursuing music to then seek to continue it as a career.

Aaron: I’m currently studying medicine to become a doctor. I feel that studying music was extremely helpful to my general cognitive development, but I don’t really use the specific skills I gathered in that time – I mostly use the more general skills of learning how to approach a task, stick at a problem, setting aside time to practise, that sort of thing.