Comparisons Between RCM and CCOM Piano Examinations

Abstract

This comparative study delves into the piano examination systems of the Royal Conservatory of Music (RCM) and the Central Conservatory of Music (CCOM), highlighting the prevalent inaccuracies in piano education. By juxtaposing these two institutions, each emblematic of distinct educational philosophies and cultural contexts, this research aims to uncover biases and imbalances that shape students' learning attitudes and musical trajectories. Drawing on qualitative analysis of curriculum content, student experiences, and pedagogical approaches, the study examines the positive and negative aspects of both systems. The findings illuminate the cultural and technical disparities between RCM's globally oriented approach and CCOM's focus on preserving Chinese musical heritage. Finally, this research proposes several potential remedies for the discussed issues. This research contributes to a nuanced understanding of how educational paradigms can inadvertently cultivate certain learning attitudes, offering insights into fostering a more balanced and holistic musical education in the evolving context of Chinese piano instruction.