"ABRSM Diploma, Licentiate Degree and Fellowship: The ABRSM offer diplomas in three disciplines: - Music Performance - Music Direction - Instrumental/Vocal Teaching For each discipline there are three levels of award: - DipABRSM (Diploma of The Associated Board of the Royal Schools of Music) - LRSM (Licentiate of the Royal Schools of Music) - FRSM (Fellowship of the Royal Schools of Music) These are professional qualifications, and entitle the recipient to append the letters after his or her name. The content of the DipABRSM, LRSM and FRSM (Instrumental performance ONLY) are divided as follows: Section 1, Recital; and Section 2, Viva Voce and Quick Study. Candidates perform various pieces from a selected list and may select works other than those listed but should not exceed one third of the entire recital programme. Recital time for DipABRSM is 35 minutes, for LRSM is 40 minutes while for FRSM the time range is around 50 minutes. Before the Viva Voce, the candidate must submit a written programme notes on the day of the exam (for FRSM, the written submission should be submitted with the application form, in the form of an essay with in-depth analysis and requires sophisticated knowledge of the history, context of the composer as well as the era in which the works were composed) which should include background information as well as sufficient information and analysis of the works that are performed. The examiner(s) would engage in a conversation with the candidate concerning the notes submitted as well as other related questions that would allow the candidate to demonstrate his or her knowledge as a professional musician. The Quick Study would be a short piece with an equivalent difficulty of an ABRSM Grade 6 piece (for DipABRSM), an ABRSM Grade 7 piece (for LRSM) and an ABRSM Grade 8 piece (for FRSM)." "Criticism: The Graded Examination System has been criticised by many music teachers and professional musicians, since there are many who believe that music examinations are inherently a bad idea, just as there are many for whom they are a valuable tool in motivating and encouraging pupils, and measuring progress. Although the Graded Examinations are amateur qualifications, the marking criteria - emphasising sight-reading skills and strict adherence to the musical text at the expense of performance skills - directly influence school age tuition and therefore standards in those musicians who go on to pursue a career. On the other hand, the fact that the examinations require the student to attend to skills such as sight-reading and scales, rather than simply learning graded pieces, can be of value. Sight-reading in particular is of huge importance if an amateur player is to participate in orchestras and other ensembles. Each section of an examination is awarded marks, but convincing musical performance is qualitative rather than quantitative in nature. Some consider that there are too many scales to learn too soon, and to be played too quickly, and that as a result, some pupils learn them only superficially, as a memory test, rather than as a means of promoting confidence with the instrument. Success in Graded Examinations is rewarded in some instances as points for admission into a pupil's chosen secondary school, as well as for university entrance. They are therefore arguably a professional qualification, as these factors ultimately influence the professional success of the pupil, albeit in fields unrelated to music. This may lead to a shift in focus away from learning music for its own sake. Concerns have also been raised that exams have got progressively easier over the past few decades such that Grade 8 with a distinction on its own is no longer good enough to get into music college. However, it has always been the case that an audition is required to attain a place at music college - but a Grade 8 (usually requested at Distinction level) is the standard required to gain an audition. Many universities quote ABRSM Grade 8 performance, sometimes at distinction level, as an entry requirement for music-related courses. Another issue which is often debated is the cost of the materials necessary to be purchased to study properly for the exam, and, in addition, the cost of the examinations themselves. This means that not all can actually afford to participate in exams, which means that they are often considered not as skilled as others who have." Source and further information: http://en.wikipedia.org/wiki/DipABRSM