Drums Grade 3
The Grade 3 Drum exam is for candidates who have been learning approximately eighteen months to two years and have established the basic skills and the beginnings of stylistic awareness through controlled balance, technique and coordination of the kit and the introduction of solo and development work. There are two types of exam available at Grade 3, Grade Exam or Performance Certificate.
Exam time
Grade Exam: 25 minutes (approx.)
Performance Certificate: 18 minutes (approx.)
Buy Your Book
The Drums Grade 3 book will help you get to grips with improvisation and solo passages, as well as style-specific techniques such as the reggae one drop, in preparation for your grade exam.
We have published 2 versions of this edition as shown in the pictures here; one version is more USA centric with some American English terms and background information referring billboard chart success rather than the UK charts. Please note that both versions of the book have everything you need for an exam and are both valid editions for when you enter for the assessment.
Exam Structure
There are two types of exam available, a Grade Exam or Performance Certificate.
Grade Exam
| 3 Performance Pieces (two of which may be Free Choice Pieces) | Candidates choose to play either Performance Pieces or Technical Exercises first | These account for 60% of the exam mark |
| Technical Exercises (Section A, B, C and D for Level 3 qualifications) | Candidates choose to play either Performance Pieces or Technical Exercises first | These account for 15% of the exam mark |
| Sight Reading or Improvisation & Interpretation (Debut to Grade 5); Quick Study Pieces (Grade 6 to Grade 8) | Candidates are given an unseen test to prepare and perform | This accounts for 10% of the exam marks |
| 2 Ear Tests | Candidates respond to 2 aural tests. | These account for 10% of the exam marks |
| 5 General Musicianship Questions | Candidates answer 5 questions based on one of the pieces performed | These account for 5% of the exam marks |
Performance Certificate
| 5 Performance Pieces only (three of these can be Free Choice Pieces) | These account for 20% of the exam mark each. |
Performance Pieces
At Grade 3 the pieces last up to a maximum of 2 minutes. Pieces are over two pages and the length of piece is designed to enable the candidate to remain focused on the requirements of notation, technical control, balance of kit, coordination, solo and improvisation work and sync.
Rockschool Drums '18
- Wild Cherry - Play That Funky Music
- Stormzy - Standard
- The Kinks - You Really Got Me
- Santana - Smooth (feat. Rob Thomas)
- Cameo - Word Up
- The Sugarhill Gang - Rapper's Delight
Rockschool Originals
- Overrated
- Old Bones Blues
- Indecisive
- Maiden Voyage
- Reggae Island
- Fallout
Technical Exercises
At Grade 3 there are six groups of technical work. The examiner will ask a selection from each group and before you start the section you will be asked whether you would like to play the exercises along with the click or hear a single bar of click before you commence the test.
GROUP A - Single Strokes
In eighth, eighth note triplets and sixteenth notes
GROUP B - Double Strokes
In eighth and sixteenth notes using snare and toms
GROUP C - Paradiddles
Single paradiddles in sixteenth notes using the whole kit
GROUP D - Flams and Drags
In quarter notes
GROUP E - Triplets
In eighth notes with accents on snare and toms
GROUP F - Fill
Tempo: 80 bpm
In the exam, you will be asked to play the Fill exercise from the Grade 3 book to a backing track. The groove is shown in bars 1-3 and the examiner will choose one fill from a set of four to be played in bar 4.
Supporting Tests
At Grade 3 you have the choice between Sight Reading or Improvisation and Interpretation. The tests are previously unseen and an example can be found in the Grade 3 book.
Sight Reading
Tempo: 70-80 bpm
At Grade 3 you will be offered a Sight Reading test that is in the form of a four bar rhythm played on the snare drum and is made up of quarter, eighth and sixteenth notes and quarter and eighth note rests. The examiner will allow 90 seconds preparation and practice time and will offer the option of practicing with or without a metronome. The candidate will then perform the test for the examination.
Improvisation & Interpretation
Tempo: 80-100 bpm
At Grade 3 the test is four bars long and the candidate will have 30 seconds preparation time. The test is in the form of a notated one bar groove that should be developed and a one bar fill. The examiner will offer the metronome as a guide or throughout this time. The candidate will then have a complete practice run through with the backing track and then on the repeat, the test will be examined.
Ear Tests
Fill Playback and Recognition
Tempo: 70 bpm
The examiner will play you a one bar fill played on the snare drum with a metronome backing. You will hear the test twice. The test is made up of quarter, eighth, eighth note triplets and sixteenth notes and quarter note rests. Each time the test is played it is preceded by a one bar count-in. There will be a short gap for you to practice. Next, you will hear a vocal count-in and you will then play the fill back with the metronome backing.The candidate will then be required to identify the test from two printed examples.
Groove Recall
Tempo: 80 bpm
The examiner will play you a two bar groove that is repeated played on the crash, hi hat (open and closed), snare and bass drum with a metronome backing. You will hear the test twice. Each time the test is played it is preceded by a one bar count-in. There will be a short gap for you to practise. Next, you will hear a vocal count-in and you will then play the groove back with the metronome backing.
General Musicianship Questions
Music Knowledge
The examiner will ask you four music knowledge questions based on a piece of music that you have played in the exam. You will nominate the piece of music about which the questions will be asked.
In Grade 3 you will be asked to identify:
- Drum voices on the stave
- The meaning of time signature marking
- Quarter, dotted eighth note, eighth note, triplet eight notes and sixteenth note values
- Rest values
- Repeat markings including first and second time bars
Instrument Knowledge
The examiner will also ask you one question regarding your instrument.
In Grade 3 you will be asked to identify:
- The following parts of the drum kit – bass drum, snare, high tom, medium tom, floor tom, hi-hat, ride cymbal and crash cymbal
- The following parts of the drumstick – tip, neck, shaft and butt
- Two main drum kit makes
- Two main cymbal makes
Assessment Criteria
Performance Pieces
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 18–20 | 15–17 | 12–14 | 6–11 | 0–5 |
| Command of Instrument | Consistently clear production of sound and even tone quality throughout | Mostly clear production of sound and even tone quality overall | Some clear production of sound and generally even tone quality | Sound produced is unclear with uneven quality of tone produced | No attempt and/or incomplete performance |
| Sync or Pulse | Performance consistently synchronised to the music, or an internal pulse maintained | Performance mostly synchronised to the music, or an internal pulse maintained | Performance sometimes synchronised to the music, or an internal pulse maintained | Performance not synchronised to the music, or an internal pulse not maintained | No attempt and/or incomplete performance |
| Accuracy & Understanding | all of the written music accurately performed or equivalent skills demonstrated throughout. Understanding of musical structure shown all of the time. | Most of the written music accurately performed or equivalent skills demonstrated overall. Understanding of musical structure shown most of the time. | Some of the written music accurately performed or equivalent skills generally demonstrated. Understanding of musical structure shown some of the time. | Written music not accurately performed or equivalent skills not demonstrated. Understanding of musical structure not evidenced. | No attempt and/or incomplete performance |
| Style & Expression | Consistently convincing projection of the music. | Mostly convincing projection of the music. | Some convincing projection of the music. | Music not convincingly projected. | No attempt and/or incomplete performance |
Technical Exercises
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 13–15 | 11–12 | 9–10 | 4–8 | 0–3 |
| Command of Instrument | Consistently clear production of sound and even tone quality throughout | Mostly clear production of sound and even tone quality overall | Some clear production of sound and generally even tone quality | Sound produced is unclear with uneven quality of tone produced | No attempt and/or incomplete performance |
| Sync or Pulse | Performance consistently synchronised to the music, or an internal pulse maintained | Performance mostly synchronised to the music, or an internal pulse maintained | Performance sometimes synchronised to the music, or an internal pulse maintained | Performance not synchronised to the music, or an internal pulse not maintained | No attempt and/or incomplete performance |
| Accuracy & Understanding | all of the written music accurately performed or equivalent skills demonstrated throughout. Understanding of musical structure shown all of the time. | Most of the written music accurately performed or equivalent skills demonstrated overall. Understanding of musical structure shown most of the time. | Some of the written music accurately performed or equivalent skills generally demonstrated. Understanding of musical structure shown some of the time. | Written music not accurately performed or equivalent skills not demonstrated. Understanding of musical structure not evidenced. | No attempt and/or incomplete performance |
Ear Tests
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 9–10 | 7–8 | 6 | 3–5 | 0–2 |
| Accuracy & Understanding | All of the written music accurately performed or equivalent skills demonstrated throughout. Understanding of musical structure shown all of the time. | Most of the written music accurately performed or equivalent skills demonstrated overall. Understanding of musical structure shown most of the time. | Some of the written music accurately performed or equivalent skills generally demonstrated. Understanding of musical structure shown some of the time. | Written music not accurately performed or equivalent skills not demonstrated. Understanding of musical structure not evidenced. | No attempt and/or incomplete performance |
Supporting Tests
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 9–10 | 7–8 | 6 | 3–5 | 0–2 |
| Command of Instrument | Consistently clear production of sound and even tone quality throughout | Mostly clear production of sound and even tone quality overall | Some clear production of sound and generally even tone quality | Sound produced is unclear with uneven quality of tone produced | No attempt and/or incomplete performance |
| Sync or Pulse | Performance consistently synchronised to the music, or an internal pulse maintained | Performance mostly synchronised to the music, or an internal pulse maintained | Performance sometimes synchronised to the music, or an internal pulse maintained | Performance not synchronised to the music, or an internal pulse not maintained | No attempt and/or incomplete performance |
| Accuracy & Understanding | All of the written music accurately performed or equivalent skills demonstrated throughout. Understanding of musical structure shown all of the time. | Most of the written music accurately performed or equivalent skills demonstrated overall. Understanding of musical structure shown most of the time. | Some of the written music accurately performed or equivalent skills generally demonstrated. Understanding of musical structure shown some of the time. | Written music not accurately performed or equivalent skills not demonstrated. Understanding of musical structure not evidenced. | No attempt and/or incomplete performance |
General Musicianship Questions
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 5 correct responses | 4 correct responses | 3 correct responses | 2 correct responses | 0–1 correct responses |
Performance Certificate
| Attainment Band | Distinction | Merit | Pass | Below Pass | Below Pass 2 |
|---|---|---|---|---|---|
| Mark Range | 18–20 | 15–17 | 12–14 | 6–11 | 0–5 |
| Command of Instrument | Consistently clear production of sound and even tone quality throughout | Mostly clear production of sound and even tone quality overall | Some clear production of sound and generally even tone quality | Sound produced is unclear with uneven quality of tone produced | No attempt and/or incomplete performance |
| Sync or Pulse | Performance consistently synchronised to the music, or an internal pulse maintained | Performance mostly synchronised to the music, or an internal pulse maintained | Performance sometimes synchronised to the music, or an internal pulse maintained | Performance not synchronised to the music, or an internal pulse not maintained | No attempt and/or incomplete performance |
| Accuracy & Understanding | All of the written music accurately performed or equivalent skills demonstrated throughout. Understanding of musical structure shown all of the time. | Most of the written music accurately performed or equivalent skills demonstrated overall. Understanding of musical structure shown most of the time. | Some of the written music accurately performed or equivalent skills generally demonstrated. Understanding of musical structure shown some of the time. | Written music not accurately performed or equivalent skills not demonstrated. Understanding of musical structure not evidenced. | No attempt and/or incomplete performance |
| Style & Expression | Consistently convincing projection of the music. | Mostly convincing projection of the music. | Some convincing projection of the music. | Music not convincingly projected. | No attempt and/or incomplete performance |
Additional Information
The Value of RSL Qualifications
RSL advocates an open access approach to qualifications, providing a range of syllabi, designed to accommodate a wide variety of candidates of different ages, experience and levels of achievement. RSL awards qualifications that are listed on the Regulated Qualifications Framework (RQF) in England and Northern Ireland by the Office of Qualifications and Examinations Regulation (Ofqual). RSL is committed to maintaining and improving its reputation for excellence by providing high quality education and training through its syllabi, examinations, music and resources.
UCAS Points
For students applying for work or University, many potential employers see graded music exams in a very positive way. Recognised qualifications demonstrate an ability to dedicate commitment to extra–curricular activities, providing evidence of versatility which many students find beneficial within UCAS (Universities & Colleges Admissions Service) applications and for university entrance interviews. Our qualifications carry allocated points on the UCAS tariff.
Selecting Free Choice Pieces (FCP’s)
For all examinations, candidates are able to play a number of Free Choice Pieces.
Free Choice Pieces must demonstrate a comparable level of technical and musical demand to the pieces given in the set selections in the grade books which can be referred to as an indication of appropriate level.
Free choice pieces must be in a modern popular genre such as Pop, Rock, Jazz, Country, Blues, Soul, Reggae, Film and Musical Theatre. Own compositions are also acceptable.
Pieces should be selected carefully to ensure that the pieces provide suitable opportunity for candidates to demonstrate the relevant assessment criteria. Candidates are reminded that if a chosen Free Choice Piece does not meet these requirements this may impact on the level of achievement possible within the examination.
All pieces must be performed to a backing track (without the examined part on the track) except in case where pieces have been selected from previous Rockschool syllabi and do not have backing track or have been specifically arranged by Rockschool as solo pieces.
Instrument Specification
Candidates are reminded that it is their responsibility to select and provide an appropriate musical instrument for each syllabus to allow demonstration of the relevant stylistic and technical skills within their performance. At all levels of examination, if any outcomes or assessed criteria cannot be demonstrated or are demonstrated less securely as a result of the equipment, this may be reflected in the marks awarded.
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