ABRSM: Music Theory marking criteria: Grades 6-8 1/6/23, 1:13 AM

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Our exams Information and regulations Music Theory marking criteria: Grades 6-8

Music Theory marking criteria: Grades 6-8

What is a graded music

exam? Music Theory Grades 6 to 8
Where to find music View the marking criteria for Music Theory Grades 1 to 5

Each Music Theory paper carries a total of 100 marks, 66 are required to achieve a pass, 80 to receive a
Information and
regulations merit and 90 for a distinction.

Music Medals At Grades 6 to 8, each exam consists of five extended questions. These are very different in construct to the
regulations Grades 1 to 5 Music Theory suite, which makes use of objective test questions such as multiple choice and
true or false statements.
Syllabus corrections
and clarifications At Grades 6, 7 and 8, the first three questions centre around Creativity in Harmony and Melody, and
questions four and five relate to Music in Context. Both of these sections are equally weighted and carry a
Natural minor
total of 50 marks each.
Syllabus updates
The final grade awarded is an aggregate total of marks achieved across the whole exam. Candidates do not
Prerequisite for have to pass both sections in order to achieve the overall qualification.
Grades 6-8
The marking criteria for questions 1 to 3 at Grades 6, 7 and 8 can be found below.
Graded music exam
marking criteria

Music Theory
marking criteria: Grade 6 - question 1A
Grades 1-5

Music Theory
marking criteria:
Grades 6-8

Jazz marking criteria Marks Description

ARSM assessment
and marking criteria

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ABRSM: Music Theory marking criteria: Grades 6-8 1/6/23, 1:13 AM

Music Medals Key/tonality, cadence points are correctly treated

assessment criteria Chord progressions are harmonically acceptable and
Distinction
stylistically appropriate
Exam regulation and 14-15 marks Initiative is shown in the chord choice, i.e. inversions, use
UCAS points
of chords other than I, IV, V, etc., where appropriate
Qualification Grammatical implications are correct
Specifications

Obtaining exam
music

Scale speeds Key/tonality, cadence points are correctly treated

Chord progressions are harmonically acceptable and
Exam timings stylistically aware
Merit
Initiative is shown in the chord choice, i.e. some
Syllabus overlap 12-13 marks inversions, use of chords other than I, IV, V, etc., where
information
appropriate
Grammatical implications are mostly correct
Syllabus FAQ

Diploma FAQ

Key/tonality, cadence points are correctly treated

Chord progressions are generally harmonically acceptable
Pass
Chord choice is more limited, i.e. largely I, V, root position,
10–11 marks etc.
A limited number of incorrect grammatical implications

Imperfect grasp of key/tonality, cadence points

A significant number of harmonically unacceptable chord
progressions
Below pass
Some chords do not relate correctly to given melody notes
8–9 marks Chords not allotted to some asterisks
A significant number of incorrect grammatical
implications

Incorrect grasp of key/tonality, cadence points

Most chord progressions are harmonically unacceptable
Not achieved A significant number of chords do not relate correctly to
5–7 marks the given melody notes
Chords not allotted to many asterisks
Widespread incorrect grammatical implications

Grade 6 - question 1B

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ABRSM: Music Theory marking criteria: Grades 6-8 1/6/23, 1:13 AM

Marks Description

Key/tonality, cadence points are correctly treated

Bass notes and figuring imply satisfactory harmonic
progressions
Distinction
Initiative is shown in the chord choice, i.e. inversions, use
14-15 marks of chords other than I, IV, V, etc., where appropriate
Chord choice shows some grasp of the style
Grammatical implications are correct

Key/tonality, cadence points are correctly treated

Bass notes and figuring imply satisfactory harmonic
progressions
Merit Initiative is shown in the chord choice, i.e. some
12-13 marks inversions, use of chords other than I, IV, V, etc., where
appropriate
Chord choice shows some grasp of the style
Grammatical implications are mostly correct

Key/tonality, cadence points are correctly treated

Bass notes and figuring imply harmonic progressions
Pass which are generally acceptable
10–11 marks Chord choice is more limited, i.e. largely I, V, root position,
etc.
A limited number of incorrect grammatical implications

Imperfect grasp of key/tonality, cadence points

Bass notes and/or figuring imply a significant number of
Below pass harmonically unacceptable progressions
8–9 marks Some bass notes/figures do not relate correctly to given
melody notes
Frequent incorrect grammatical implications

Incorrect grasp of key/tonality, cadence points

Bass notes and/or figuring imply mostly unacceptable
Not achieved harmonic progressions
5–7 marks A significant number of bass notes/figures do not relate
correctly to given melody notes
Widespread incorrect grammatical implications

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ABRSM: Music Theory marking criteria: Grades 6-8 1/6/23, 1:13 AM

Grade 6 - question 2

Marks Description

Figuring is correctly interpreted

Melodic line shows musical interest
Distinction
Part-writing is good and 6/4–5/3 progression(s) correctly
14-15 marks handled
Grammatical errors are sparse

Figuring is mostly correctly interpreted

Melodic line shows some musical interest
Merit
Part-writing is generally good and 6/4–5/3 progression(s)
12-13 marks correctly handled
Grammatical errors are few

Few errors in interpretation of figuring

Melodic line not always musically effective but is generally
Pass sound
10–11 marks Part-writing is acceptable, if not always musically
convincing
There are some grammatical errors

Some errors in interpretation of figuring

Below pass Bass notes not harmonised
8–9 marks Part-writing is poor
There are numerous grammatical errors

Much incorrect interpretation of figuring

Not achieved Numerous bass notes not harmonised
5–7 marks Little or no attention given to part-writing
Grammatical errors are widespread

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Grade 6 - question 3

Marks Description

An excellent sense of shape and direction

Style/character of the given opening has been well
maintained and developed
The melody implies a convincing harmonic foundation
Melodic/rhythmic aspects of the given opening have been
well developed and continued
Distinction In option [a] the modulation has been correctly and
18–20 marks musically achieved
There is a suitably balanced phrase structure
Awareness of anacrusic nature of given opening, if present
The melody is suited to and explores the range of the
stipulated instrument
Dynamics/performance directions have been musically
applied

A good sense of shape and direction

Style/character of the given opening has been well
maintained
The melody implies a plausible harmonic foundation
Melodic/rhythmic aspects of the given opening have been
well developed and continued
Merit
In option [a] the modulation has been correctly achieved
16–17 marks There is a suitably balanced phrase structure
Awareness of anacrusic nature of given opening, if present
The melody is suited to and within compass of the
stipulated instrument
Dynamics/performance directions have been mostly
musically applied

Some sense of shape and direction

Some attempt has been made to maintain the
style/character of the opening
Melodic/rhythmic aspects of the given opening have been
continued, if somewhat unimaginatively (rather

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ABRSM: Music Theory marking criteria: Grades 6-8 1/6/23, 1:13 AM

Pass repetitious, over-use of sequence, etc.)

Some sense of phrase structure
13–15 marks
Occasional faults in rhythmic notation
In option [a] the modulation has been achieved
The melody is reasonably suited to, and generally within
the compass of the stipulated instrument
Dynamics/performance directions are present

The melody lacks overall shape and direction

Poor maintenance of the style/character of the opening
Very repetitious and unimaginative in the use of
melodic/rhythmic aspects of the given opening
Below Pass Some faults in rhythmic notation
10–12 marks Poor sense of phrase structure
The melody is not well suited to/does not keep well within
the compass of the stipulated instrument
Dynamics/performance directions are sparse and/or
inappropriate

The melody is very shapeless and meandering

Style/character of the given opening not maintained
No proper attempt to utilise melodic/rhythmic aspects of
the given opening
Not Achieved Frequent faults in rhythmic notation
7–9 marks No sense of phrase structure
The melody shows no real thought for the practicalities or
compass of the stipulated instrument
Dynamics/performance directions absent or quite
inappropriate

Grade 7 - question 1

Grade 7 - question 2

Grade 7 - question 3A

Grade 7 - question 3B

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