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Very hard to disagree with, I would think. The ABRSM approach is so completely the opposite of a performance based one. The live audience, their expectations and their minimal but crucial feedback (their felt attention, tension and release) make them co-creators of the music. Such a strange place to arrive at.

Another excellent commentary from @simonravens! Thought-provoking, engaging and insightful as always, thank you Simon! I look forward to the next installment and hopefully there is some hope left for what is an antiquated system in real need of a broader perspective.

It was interesting to know that the initial purpose of music exams was to test teachers, not students. It'd be interesting to see if there's any evidence to suggest this has led to better, or at least more consistent, music teaching in areas that follow the exams. As with the music I guess this is somewhat subjective, but anyone who's been in education long enough knows that bad teachers definitely exist!

Very good work. I really enjoyed it, but I didn't understand the part about 14 marks on each piece still achieving a pass. I guess that assumes a pupil could get full marks on the supporting tests, which seems unlikely if they were brilliant at those tests and yet so appalling at playing. You also didn't mention that as long as any section is at least attempted, the candidate gets a third of the marks. I am a happy and good musician who enjoyed exams and found they gave me a framework for progression, as well as good musical boundries. I am a musician and teacher now and do use exams, as well as providing my pupils with performance opportunities and much repertoire and technique. I am very interested to hear your next one on performance grades as I am not a big fan.

A persuasive commentary, put so well that it does sound alarming. What on earth (I realise other planets are available) are we doing with the joyful gift of music?

Thanks Simon. I really enjoyed this video and the way you presented your thoughts and ideas, as ever, giving us lots to think about. I look forward to the next.

Thank you Simon! Informative, witty and engaging all at the same time!

Great video Simon! When I was a kid, my definition of Classical Music was what my Dad listened to. But he was a big fan of Miles Davis too.... So I guess I need to keep watching (which I will do with pleasure).

Forget classical - what is music?

Very sympathetic secondo player. Hope you got a hatful of dosh and a good feed.

Hi Simon! Robert O sent me the link and I have very much enjoyed watching your video. You've taken on a very tricky question. Defining the indefinable. I avoid using the C word as much as possible. Too vague... Now, that score of Scarborough Fair had a G as the 8th note. Not an A. Please explain.

Thanks Simon! Engaging and informative - great for a Sunday evening watch before bed (or anytime!)

Love this; thanks so much! Charlie Green sent it to me. :)

Really enjoyed this, Simon! Just the right mix of curious inquiry and unfolding developments. I look forward to the next installment of Martha's music education.

Here is Beyoncé’s take on Caro mio ben: ruclips.net/video/2N2GF8hcWIs/видео.htmlsi=tK53W6m1VNeHEt84 There are, of course, those in the classical music establishment who don’t think she has the right to sing this in the way she does. I think it’s brilliant.

Ooh and.. the notion of genre has been much debated in the wake of the release of Beyoncé’s latest album, Cowboy Carter, which as much as anything else is an exploration and challenging of genre and who gets to sing what. This is mainly speaking to a battle she has had as a black woman to be recognised by the country music establishment.. but on the track ‘Daughter’- which I guess you‘d call a revenge ballad- she sings a chunk of Caro mio ben. Just found a guy getting excited about how she does this: ruclips.net/video/NjilIF9iRfQ/видео.htmlsi=HPK-Zk4ZcwP_q-K5

Very thought-provoking! So we’re not pinning down any individual piece of music as classical? Is how we see/hear a piece in terms of genre defined by who is performing it? What’s this, for example? ruclips.net/video/5XdNtXnIjns/видео.htmlsi=Yz2GBJt2Uxsv3GET Is it part of the process that is classical music? It was written down in the first place, but here- translated and transformed- it sounds like a pop/jazz number…

The phrase “thought provoking” has been used a few times and hopefully that is your aim. A thought - is rock music played by, scored for, an orchestra “classical music” or is it still rock music, or is it neither or both? When something is a challenge to define it’s sometimes easier to revert to deciding what it is not and gradually cut away until what remains is, to the view of a majority, a good representation of the subject under consideration. I think many would be able to state with conviction from a sample of different musical styles what is or isn’t “classical music” but then is what you’re left with definable? Really interested to see how this develops. CG

Great session Simon! Light-hearted and informative. Martha is lucky to have you as a teacher!

I'm impressed that cuddly Martians also use alliteration.

Simon you're a natural. I know very little about Classical Music and this has really helped me to get my head around it. Great pace, good illustrations and a bit of humour too! Lets have some more please.

An engaging and informative video about the essence of classical music.

A very entertaining and educational video on what classical music is :)

A very thought-provoking - and entertaining - way of unpicking the term ‘classical music’.

Thanks Simon! Typically thought-provoking and humorous. Looking forward to the next instalment!

How good to be gently drawn in to some intelligent thought! The steady pace got my curiosity going and, because there were no sudden leaps to 'right answers' or hasty conclusions, my curiosity was satisfied. This is brilliant stuff. Where next, I wonder?

Interesting and thought provoking.

Lovely strong melody! :)

Bravo! What a team!