Spring / Summer 2026 music thread

Does anyone know if the NYO results tend to come out bang on the day they’ve said or a week or so earlier? Does it vary by instrument or do they all come out at once?

@chocolateisnecessary I think from memory it was on the day specified. For the final results I think it was unsuccessful ones first, then successful, all on same day. Can't remember about the interim progession to live audition round that are due in July. Best of luck to everyone waiting. If you don't progress, there will be other opportunities.

Fab, thanks!

Sorry wrong post

just got dd2 back from music hogwarts, where as usual they wrung every drop of emotion from the end of term. Now a summer of preparing audition pieces and uni applications awaits.

BUT in much more important music news i got to take my grade 3 euphonium. despite the worst nerves in the world and sightreading in 3/8 (who does that) I have a123 merit.

Took the thing up last November and it’s been so much fun so far. I do concede that I might need a teacher after this though.

That’s amazing news @achangeofnameisasgoodasarest - congratulations!
Good that your dd has finished for the summer. I hope she has some downtime in her near future!

dd still has a week of school left. She’s just finished a three night run of SIX (teen edition!) which was amazing but exhausting. She has her last chapel service of the school year on Sunday and her g7 singing next Wednesday and then she is DONE! We are limping towards the end of term. Her g8 cello has been put back (no time to practice) which was a bit of a relief.

Congratulations @achangeofnameisasgoodasarest - taking up an instrument as an adult is quite the challenge. Now to find a brass band???

Congratulations @achangeofnameisasgoodasarest - so impressive! How did you choose euphonium btw? You should definitely find a band - will be amazing fun.

DS is singing in a friend’s wedding soon - in King’s chapel, the only child in a choir made up of adult former choral scholars…no pressure! So we’ve been practising all the music which has been fun, if a little stressful. Also need to record his NCO audition at some point. He’s getting thoroughly sick of the pieces but yet has not perfected them 🤪.

He’s learned 5 from the grade 5 syllabus now, so his teacher has suggested doing grade 5 next term. I think will be good for him as he’s never done an exam and does need to learn all the scales etc, but he will hate working on same pieces for months. When do the face to face ones happen/can we pick the date? The earlier the better!

@Londonmummy66 I have a band - I'm in the baby six o clock bit of the local brass band - which is how I acquired a euph in the first place. Am hoping now I have my grade 3 I might be allowed to stay for a bit of the next stage up as that is a 'grade 3 plus ensemble"

I picked the euphonium because I googled 'which is the easiest brass instrument to get a sound out of' and this is what I got. Sadly I did not google 'how large is a euphonium'. I am a fool as I have to take it on a train.

Wondering if I might need a teacher for the next bit, rather than just the half hour group class.

@achangeofnameisasgoodasarest it’s a great choice! Though yes a little unwieldy. I started on tenor horn which is similarly gentle and cuddly!

thank you @northerngoldilocks i just had a look and there are some October sessions near Moorgate which would be perfect so will prob book in for that when it opens - very small booking window!

Also @achangeofnameisasgoodasarest i think a teacher would be a good idea? Sounds like you’ve done great so far and will be learning through the band, but will be quicker progress with a teacher.

Has anyone on here had a child with autism/ ADHD/ visual processing issues who is great at passing practical music exams, but is a total space cadet terrible at staying on task with independent written work?

If you did, did you ever get them to pass Grade 5 theory?

DS 9 is doing Grade 6 Trinity organ and cello this year. He's kind of stuck doing Trinity at the moment, despite the ABRSM syllabus being better for organ, because he just doesn't have the executive function skills to stay on task in ABRSM theory exams.

However, he really needs to get going on the theory exams since he'll actually need to know the theory if he wants to go and do music at uni and be an organ scholar.

I think we need (1) someone to actually teach him theory properly, as I'm too tired and overstretched and DS spends so many hours playing music per day he has no brain space left to learn theory (someone else will have to steal a couple of practice hours per week to do theory, since he won't do it for me), (2) supporting evidence from a paediatrician saying DS is AuDHD with visual processing issues and severe executive function issues, then the easy bit, (3) ABRSM theory special exam conditions with pen and paper, extra time and a prompter. I'm tired just thinking it through. The little ABRSM red theory book is sitting there on the shelf looking piously neglected...

Update on the organ teacher situation: DS has stayed with the better teacher (B) and is making massive progress, but the first teacher (A) is refusing to discuss anything at all, including whether DS is allowed to continue to play at her church/ sing in her choir. He's not been given anything new to do in a service since the Teacher A went on sabbatical (has just played in a few services, committments that she'd organised prior to leaving). She's been back from sabbatical for a while and has just stayed silent (choir holidays so she hasn't been around). It's getting slightly ridiculous, so it looks like he'll have to leave her church, but the teaching from Teacher B is great at least.

@Compsearch I think the trick is not to work on three pieces only for months on end. If they are really at that level they can pick the pieces, learn them and do most of the work then if you're brave can leave them ticking over and keep revisiting but not bashing away constantly. Then nearer the time they can be re-polished. Depends what works for your child. My youngest learnt a grade five piece two weeks before the exam because her teacher realised it was the wrong study and it was no problem because she'd been playing so much music around and above the level for ages. Different case for piano though I guess.

@DitheringMusicParent I don't know many 9 year olds who could pass grade 5 theory. Mine hadn't even started the instrument she's at conservatoire with at that age and she's doing fine! Clearly some must do but maybe it's just more stress than you need at the moment. Would continuing with trinity work just now until he has some more strategies for focusing ( not easy I appreciate) and wants to do it himself? Have you tried the abrsm app for the iPad as it might be more fun if it is gameified? Other child refused to do theory until she wanted to, so just stuck with trinity until teacher suggested grade 8 should be abrsm as that's what their JD does. Other option is continue playing whatever music suits and not worry about exams until grade 8, by which time he might have decided himself to do the theory.

Thanks @horseymum yes I agree that’s a good strategy. We tried to pick 2 for NCO audition but he got sick of them which is why we’ve got 5 that are almost ready atm and none that (in my opinion!) are actually done. He has lots of the scales to learn and I’m sure sight reading will need a lot of work so there is still plenty to do.

@DitheringMusicParent this really stood out to me - However, he really needs to get going on the theory exams since he'll actually need to know the theory if he wants to go and do music at uni and be an organ scholar - he’s only 9! He might not even want to be an organ scholar at 18 and there’s pretty much nothing you can do at this age to rule that in or out. Great that the new teacher is going well - presumably they can teach him the theory he needs as part of his lessons? And then the actual exams can wait til he’s a bit more mature. I’m taking that approach with my 8yo anyway - haven’t done anything formal yet but he’s picking up loads from choir and violin. He’s NT but not a bookish child at all - would totally hate having to sit down with a theory book.

Agree withhorseymum, the ABRSM theory is very dry and not at all inspiring for a child of that age. If he can't simply enjoy his music at that age, then when can he? I know it's difficult, but please try not to fast forward to various milestones. He clearly has an aptitude and a passion, and I wouldn't mess with that. The Trinity pathway is very well regarded. The repertoire lists are often more extensive and interesting. I find many of my young musicians have been more suited to this route and have thrived and are enjoying music careers. It's worth pointing out also that many started on one instrument and ended up developing a passion for a totally different instrument. I see music as something expressed through the instrument. The technical mastery of one instrument can extend to another instrument surprisingly quickly - but the phrasing, the calibration of your intonation, your skill at playing alongside other melody lines - this is what you are developing and the instrument is just your tool.

Separately and arguably more importantly, if he has AuDHD, then I highly recommend that you get a referral through the GP to see a psychiatrist who can assess him, not only because this is what is needed to apply for accommodations (a paediatrician assessment is not accepted), but also because there are lots of fantastic resources and strategies to help neurodivergent children to tap into their own way of learning - exercise for example, is highly effective.

So sorry to hear organ teacher A is being weird dithering. How disappointing. Music people are 99% lovely and supportive to students, even if not theirs, specially if theirs and moving on.

I agree with horsey, 9 is very young to do theory for anyone. Even a couple more years maturity is likely to help if it's not presently urgent. If you have time and funds finding a theory teacher and working through some stuff wouldn't do any harm. But honestly, all that playing time and practical lessons the patterns of theory ARE going in. The later you leave it the easier it will be.

Congrats @achangeofnameisasgoodasarest , an admirable achievement and lots of fun ahead with the brass band! 😁

@DitheringMusicParent have you considered medication for ADHD for your DS? That could help with concentration in general, not just for music theory.

Re. theory, there are two separate things - 1) learning theory for better understanding of music and 2) sitting exams. I don't think formal teaching is necessary for ABRSM grade 5, they seem to absorb enough knowledge through instrumental lessons. My DD is not good at theory and not spending hours at the instrument like your DS, but she did the exam with no problem and no other prep but a few days on ABRSM Theory app. I'm pretty sure your DS has enough knowledge to do this too. If he cannot concentrate for the exam, that's another story, but then again medication could help with that. DD spent about 40 minutes on the whole test, just to give you an idea of how long he would need to concentrate for.

Exams aside, learning the theory is very useful of course but it can come later. Your DS may change a lot when he gets older.

Another question is why do you think you need to follow any graded exam pathways, including on the instrument? Grades are not mandatory for any admissions in the UK (is it different in the US?), it's the auditions that matter, not grade certificates. If your DS is obsessed with music, he will be working far beyond any grades or diplomas by 18 anyway. He could easily prepare grade or diplomas pieces just before the exam when he's older if you still want the certificates. DD skipped a lot of grades and has always been playing a lot of non graded pieces, depending on the technical skills she needs to develop or particular rep she likes and persuades her teachers to teach her.

Some universities want grade 8 for the performance part of the degree, I believe.

Talking of which, we've been doing some open days. Durham - amazing yet mildly shambolic department, lots going on in cosy sort of way, amazing drama, choral scholarship opportunities in cathedral. Manchester - amazing in a totally different way, much better facilities, industry contacts, RNCM dual pathway, generally groovy city with loads going on.

Not helpful really.

We're going to Cambridge on Thursday, to confuse ourselves further.

I think 9 is very young for grade 5 music theory @DitheringMusicParent My 13-year-old took it this year and he found it boring, difficult and frustrating. I don’t think he could have managed it when he was 9. One thing to consider is that your DS only needs to pass the exam so you could view it as something he just needs in order to access the higher practical grades and not go chasing high marks. The online multiple choice format really helps, for example in the musical expressions section, you’re given a choice of four answers so, as long as you have a reasonable grasp of the terms, you have a very good chance of making an educated guess. My DS was asked what “avec sourdines” meant in his exam which was a bit of a head scratcher.

@herbaceous you seem to have done the work so we don’t have to- dd is failing to get to any open days (she has had glandular fever to be fair) but her choices are basically Cambridge, Durham, Manchester joint course and then some conservatoires.

your summing up of the different options is admirable! she’d be lucky to get of them..

We didn’t know about the RNCM joint course until we got there! They played it down, as it's so competitive and for just a very few students each year, but it would be amazing!

Thanks all for this perspective.We can leave it for a bit! Generally exams here are because schools don’t do anything useful for music at all, most don’t even offer it as a subject, and if DS remains homeschooled he can’t do eg International GCSE or A-level music, so he’s going to need to show he can do stuff via exams

However, I totally agree about him being very young and not all the exams being essential! Enjoying playing is far more useful.

It’s a relief to hear others also find Gr5 theory a bit dry. DS loves looking at things like “Here’s the motif upside down and half speed” “Here it is again in A minor” and working out which voice should be prominent at any time etc so he’s taking in the theory that he’s going to find useful later on.

And yes, later on he might decide engineering is what he’d prefer, and that would be fine. It would be an easier career than music. I’m just making sure that if he wants to do music, which is currently his all-consuming passion, he has a chance to do it seriously. I’d have given anything to do music at uni and beyond but I started way too late (12, 14) and had no idea how to practise and hardly practised at all, so noone ever thought I was any good, in a high school full of multi-instrumentalists who’d all started age 3 (Suzuki was very big back then). Of my music class one became a violinist, one a piano teacher, and everyone else stopped playing except me. But I never got to a level that was remotely satisfying to listen to.