Grades

1–3

Syllabus
ABRSM Grades 1–3

Welcometo
ABRSM Singing for Musical Theatre exams!
Our new Singing for Musical Theatre exams allow you to perform the songs you
love singing, supported by musical skills that will help you flourish in rehearsal,
audition and performance situations. Musical theatre is a vibrant and energetic
contemporary art form, popular with increasing numbers of performers, young
and old. We are delighted to offer singers specialising in this dynamic genre theopportunity to gain internationally recognised graded qualifications, startingfrom January 2019.
At ABRSM we are passionate about music and aim to support students and teachersin every way we can. One way we do this is through our graded music exams. These
assessments provide clear goals, reliable and consistent marking, and guidance for futurelearning. Taking an exam is an exciting challenge with many benefits. There’s the boost
to motivation which comes from working towards an exam. There’s the opportunity to
discover and perform fantastic music and to build new skills. And there’s the sense ofachievement which comes from successfully reaching a musical goal.
We do everything we can to make the exam experience positive and rewarding. We work
closely with specialists, teachers and examiners to provide syllabuses of the highest
quality with a wide variety of pieces and songs to choose from. We train our friendly,
expert examiners to help candidates do their best in their exams. Using our clear, easy-tounderstand marking criteria, examiners can assess all candidates reliably, objectively andconsistently. Finally, candidates receive a mark form containing valuable feedback, with acelebratory certificate for everyone who passes.
Whether you plan to use your exam as a springboard for an audition, as preparation for
performing on stage or because you just love singing songs from shows, we want to help
you build the skills you need to be an all-round performer, and we’ve carefully designed
the exam to support you to do your very best.

Best wishes for an enjoyable and successful exam!

What’s in the exam?
Songs
Each grade – 1, 2 and 3 – consists of three accompanied songs and one unaccompaniedsong. The songs are arranged in three lists containing a variety of songs from shows datingfrom the 1920s to the present day, exploring different characters and styles of music – sothere should be something for everyone. We are planning to expand this list each year toinclude new shows, please see www.abrsm.org/sfmt for updates.
Choosing one accompanied song from each list – A, B and C – gives you the opportunity
to show the range of characters you can express through song. Having live piano
accompaniment in the exam mirrors usual practice for concerts and auditions, andinteracting with another musician is another important musical skill you build here.
Singing unaccompanied (a cappella) – choosing one of the songs marked from any list
– is an excellent way to train your ear, and really helps with holding your pitch and building
your confidence. It’s also great preparation for auditions, and your chance to shine solo.

Sight-singing
Sight-singing is a skill with many benefits. It helps you join in more easily, learn new songs
more quickly, and can be a useful skill to demonstrate in auditions. It could help you to, forexample, join in with a variety of ensembles/choirs or step into a new role at short notice.
The exam tests – short pieces of music you haven’t seen before – have been designed tobe relevant to musical theatre singers. They are in attractive, accessible styles and include
optional words in English. Each short piece starts with a piano introduction consisting of
the final bars of the test you will then sing. The piano part either doubles (Grades 1–2) orclosely supports (Grade 3) the melody line throughout, so you can use your ‘musical ear’and listening skills to find the tune, as well as reading it.

Aural tests
Aural training develops your ‘musical ear’. Having strong listening skills enables you to feela pulse, keep in time and recognise melody lines and harmonies – important skills when you
have to pick up tunes quickly, with limited rehearsal time. Musical theatre singers are oftenvery strong in this area, and our tests give you the chance to prove that. The tests include
clapping, singing back echoes, identifying changes, and answering questions about music
played to you by the examiner.

Contents
Grade 1

1Grade 28

Grade 317

Requirements and information

27

Marking criteria

32

Exam running order forms

33© 2018 by The Associated Board of the Royal Schools of MusicAll the syllabus information in this document is the copyright of ABRSM. No syllabus listing may be
published without the permission of ABRSM.

Grade 1
THREE ACCOMPANIED SONGS: from memory, one chosen by the candidate from each of the three Lists, A, B and C(listed below). For further details see page 27.

ONE UNACCOMPANIED SONG: from memory, chosen from the songs from any list marked with adetails see page 29.

below. For further

SIGHT-SINGING: a short piece of previously unseen music, accompanied by the examiner at the piano. For further
details see page 29.

AURAL TESTS: administered by the examiner from the piano. For further details see pages 6 and 31.

list A
Annie Get Your Gun
I. Berlin
A:1

I got lost in his arms
(from chorus)ĥĥ Annie Get Your Gun: vocal selections (Hal Leonard)
C (D4–E5)

The Aristocats

Richard & Robert Sherman
A:2

Scales and Arpeggios(omitting first repeat)ĥĥ Songs from The Aristocats (Hal Leonard)
C (B3–D5)

Bambi

Churchill & Morey
A:3

Little April Shower

ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
C (B3–E5)

Chitty Chitty Bang Bang
Richard & Robert Sherman
A:4

A:5
A:6

Doll on a Music Box

ĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)
F (C4–D5)
ĥĥ Chitty Chitty Bang Bang: stage selections (Alfred)F

Toot Sweets

ĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)
C (C4–D5)

Truly Scrumptious

ĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)
G (D4–D5)(verse and children’s chorus)
ĥĥ Chitty Chitty Bang Bang: stage selections (Alfred)G(verse and children’s chorus)ĥĥ The ABRSM Songbook Plus, Grade 1 (ABRSM)
G(omitting repeat)(omitting repeat)

ABRSM Singing for Musical Theatre | Last updated 19 November 2018

	Can be performed as an Accompaniedor Unaccompanied SongMay contain mature themes
See page 27 for more details

1Grade 1, List A

Hans Christian Andersen
F. Loesser
A:7

The Inch Worm

(melody line only; omitting repeat)ĥĥ Junior Songscape: Stage and Screen (Faber)F (B - 3–D5)

Jack and the Beanstalk

Matthew White & Ana Sanderson
A:8

A:9

Crock of Goldĥĥ Roald Dahl’s Jack and the Beanstalk: A Gigantically Amusing Musical(Collins Music)
D (D4–D5)

Off you go to market

ĥĥ Roald Dahl’s Jack and the Beanstalk: A Gigantically Amusing Musical(Collins Music)
E min (B3–C5)(omitting bb. 19–26; singing animals 1 part from b. 27)(animals 1 part)

Mary Poppins

Richard & Robert Sherman
A:10 The Perfect Nannyĥĥ Mary Poppins: film vocal selections (Hal Leonard)
F (C4–D5)

Oliver!
Bart
A:11

Where is love?
(omitting repeat)ĥĥ Oliver!: film vocal selections (Lakeview Music)
C (C4–D5)
ĥĥ Oliver!: stage vocal selections (Lakeview Music)
C(to b. 31)
ĥĥ Oliver!: vocal score (Lakeview Music)
C(to fig. C)
ĥĥ Stage & Screen – The White Book (Wise)Cĥĥ The ABRSM Songbook, Book 1 (ABRSM)
C

Seven Brides for Seven Brothers
de Paul & Mercer

A:12 When you’re in loveĥĥ Seven Brides for Seven Brothers: vocal selections (Alfred)
F (C4–C5)

So Dear to My Heart
E. Daniel & L. Morey

A:13 Lavender Blueĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
C (C4–D5)

The Sound of Music
Rodgers & Hammerstein
A:14 Do-Re-Miĥĥ The Sound of Music: vocal selections (revised edition) (Williamson)
C (C4–C5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)C

A:15 Edelweissĥĥ The Sound of Music: vocal selections (revised edition) (Williamson)
B - (D4–C5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
B-(ending b. 68)(ending with 2nd-time bar)

ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20182

Grade 1, List B

list B
Bugsy Malone
Paul Williams
B:1

Bad Guys(to b. 22)

ĥĥ Bugsy Malone: vocal selections (Faber)
G (C + 4–E5)

Gay Divorce
C. Porter
B:2

Night and Day(chorus only, once through)ĥĥ The Best of Cole Porter (Faber)C (G3–C5)

The Jungle Book

Richard & Robert Sherman
B:3
B:4

Colonel Hathi’s Marchĥĥ The Jungle Book: vocal selections (Hal Leonard)
E - (D4–B - 4)

I Wan’na Be Like You

ĥĥ The Jungle Book: vocal selections (Hal Leonard)
C (E4–E5)
ĥĥ Stage & Screen – The Black Book (Wise)C(any two verses)(any two verses)

La La Land

Justin Hurwitz, Benj Pasek & Justin Paul
B:5

City of stars(omitting bb. 21–34)

ĥĥ La La Land: vocal selections (Faber)
D min (G3–A4)

Mamma Mia!

Benny Andersson, Björn Ulvaeus & Stig Anderson
B:6

Honey, honey(omitting spoken section)

ĥĥ Play the Songs That Inspired Mamma Mia!: vocal selections (Alfred)
F (C4–C5)
ĥĥ Honey, honeywww.musicnotes.com/sheetmusic/MN0042394
F

Modern Times

Chaplin, Turner & Parsons
B:7

Smile

ĥĥ The Songs of Charlie Chaplin (Bourne)
F (C4–D5)
ĥĥ Stage & Screen – The Black Book (Wise)F

Ocean Commotion
Debbie Campbell
B:8

Ocean commotion(omitting verse 2)

ĥĥ Ocean Commotion (Novello)
G min (B - 3–D5)

Pal Joey

Rodgers & L. Hart
B:9

I Could Write a Book
(from b. 24)

ĥĥ Pal Joey: vocal selections (Hal Leonard)
C (D4–D5)

ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20183

Grade 1, List B

Pete’s Dragon

Al Kasha & Hirschhorn
B:10 Candle on the Water(omitting repeat)ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
C (C4–A4)

Pinocchio

Harline & Washington
B:11

I’ve got no stringsĥĥ Kids’ Musical Theatre Collection, Vol. 2 (Hal Leonard)
F (C4–C5)(this version only)

The Rescuers

Fain, Ayn Robbins & Carol Connors
B:12

Someone’s Waiting for You(omitting repeat)ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
D (A4–B5)

School of RockAndrew Lloyd Webber & Glenn Slater
B:13

Time to Play

(ending at first-time bar (b. 33))

ĥĥ School of Rock: The Musical (Hal Leonard)
C (B3–D - 5)

Shrek

Neil Diamond
B:14 I’m a Believer(straight to coda after b. 34)

ĥĥ I’m a Believer
www.musicnotes.com/sheetmusic/MN0056872
E (C + 4–E5)

Summer Magic

Richard & Robert Sherman
B:15

The Ugly Bug Ball

ĥĥ Stage & Screen – The Black Book (Wise)
C (C4–D5)
ĥĥ Great Songs for Children: The Gingerbread Man Book (Wise)D

list C
Annie Get Your Gun
I. Berlin
C:1

Doin’ What Comes Natur’lly(omitting repeat)ĥĥ Annie Get Your Gun: vocal selections (Hal Leonard)
C (C4–D5)

Chitty Chitty Bang Bang
Richard & Robert Sherman
C:2

The Roses of Success(any two verses)

ĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)
C (C4–D5)
ĥĥ Chitty Chitty Bang Bang: stage selections (Alfred)C

ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20184

Grade 1, List C

Cinderella

Rodgers & Hammerstein
C:3

A lovely nightĥĥ Cinderella: vocal selections (revised edition) (Williamson)
F (C4–C5)
ĥĥ A Lovely Night
www.musicnotes.com/sheetmusic/MN0107035
Fĥĥ The Rodgers & Hammerstein Collection (Williamson)
F

CinderellaDavid, Hoffman & Livingston
C:4

The Work Songĥĥ Walt Disney’s Cinderella: vocal selections (Hal Leonard)
G (D4–E5)

Dr Dolittle

Leslie Bricusse
C:5

Talk to the Animals(ending at b. 70)

ĥĥ Talk to the Animals
www.musicnotes.com/sheetmusic/MN0054692
B - (B3–D5)

Gypsy

Styne & Stephen Sondheim
C:6

Let me entertain youĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
B - /C (A + 3–D5)(this version only)

Mary Poppins

Richard & Robert Sherman
C:7

Let’s Go Fly a Kiteĥĥ Mary Poppins: film vocal selections (Hal Leonard)
B - (B - 3–D5)
ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Cĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)Bĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
B-

Oliver!
Bart
C:8

Oom-pah-pahĥĥ Oliver!: film vocal selections (Lakeview Music)
F (C4–D5)(omitting repeat)ĥĥ Oliver!: vocal score (Lakeview Music)
D(from fig. c to fig. e)ĥĥ Oliver!: stage vocal selections (Lakeview Music)
D(ending b. 42)

Seven Brides for Seven Brothers
de Paul & Mercer

Goin’ Co’tin’

ĥĥ Seven Brides for Seven Brothers: musical selections (Alfred)
F (C4–C5)

C:10 Lonesome Polecat

ĥĥ Seven Brides for Seven Brothers: musical selections (Alfred)
C (G3–D5)

C:9(omitting repeat)(any two verses)

ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20185

Grade 1, List C

Snow White and the Seven Dwarfs
Churchill & Morey
C:11

Heigh-Ho(omitting repeat)ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
G (D4–E5)

The Sound of Music
Rodgers & Hammerstein

C:12 My Favorite Thingsĥĥ The Sound of Music: vocal selections (revised edition) (Williamson)
E min/G (B3–C5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
E min/G
ĥĥ The Broadway Ingénue: 37 Theatre Songs for Soprano (Hal Leonard–Faber)E min/Gĥĥ Essential Audition Songs for Kids (Faber)E min/G(omitting repeat)ĥĥ Musical Theatre Collection for Young Women Singers (Hal Leonard)
E min/Gĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
E min/G(omitting repeat)

South PacificRodgers & Hammerstein
C:13 Dites-moi(once through (either language))

ĥĥ South Pacific: vocal selections (Williamson)
C (D4–C5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
C

The Wizard of Oz
Arlen & Harburg

C:14 We’re off to see the wizard

ĥĥ The Wizard of Oz: vocal selections (Alfred)
C (C4–E5)(whistling may be omitted; 70th Anniversary Deluxe Songbook not suitablefor exam use)ĥĥ The ABRSM Songbook Plus, Grade 1 (ABRSM)
C(omitting repeat)ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Cĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)
B-

Aural Tests
a To clap the pulse of a piece played by the examiner, and to identify whether it is in two time or
three time. The examiner will start playing the passage, and the candidate should join in as soon
as possible, clapping in time and giving a louder clap on the strong beats. The examiner will thenask whether the music is in two time or three time. The candidate is not required to state thetime signature.
b To sing as ‘echoes’ three phrases played by the examiner. The phrases will be two bars long, ina major key, and within the range of tonic–mediant. First the examiner will play the key-chord
and the starting note (the tonic) and then count in two bars. After the examiner has played eachphrase, the candidate should sing back the echo without a pause, keeping in time.
c To identify where a change in pitch occurs during a phrase played by the examiner. The phrase
will be two bars long, in a major key, and the change will affect only one of the notes. First theexaminer will play the key-chord and the tonic and then count in two bars. The examiner will play
ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20186

Grade 1

the phrase twice, making the change in the second playing, after which the candidate should
state whether the change was near the beginning or near the end. If necessary, the examiner
will play both versions of the phrase again (although this may affect the assessment).
d To answer questions about two features of a piece played by the examiner. Before playing,
the examiner will tell the candidate which two features the questions will be about. The firstwill be: dynamics (loud/quiet, or sudden/gradual changes); the second will be articulation(smooth/detached).

ABRSM Singing for Musical Theatre | Grade 1 | Last updated 19 November 20187

Grade 2
THREE ACCOMPANIED SONGS: from memory, one chosen by the candidate from each of the three Lists, A, B and C(listed below). For further details see page 27.

ONE UNACCOMPANIED SONG: from memory, chosen from the songs from any list marked with adetails see page 29.

below. For further

SIGHT-SINGING: a short piece of previously unseen music, accompanied by the examiner at the piano. For further
details see page 29.

AURAL TESTS: administered by the examiner from the piano. For further details see pages 16 and 31.

list A
Bambi

Churchill & Morey
A:1

Love is a song that never ends

(chorus only, once through, with suitable intro)

ĥĥ Love is a Song (Campbell Connelly & Co)
G (D4–E5)
ĥĥ Stage & Screen – The Black Book (Wise)
G

Chitty Chitty Bang Bang
Richard & Robert Sherman
A:2

A:3

Chitty Chitty Bang Bangĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)
G (D4–D5)
ĥĥ Chitty Chitty Bang Bang: stage selections (Alfred)G

Hushabye Mountainĥĥ Chitty Chitty Bang Bang: musical selections (Alfred)C min (B3–D - 5)
ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)
D min
ĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)
C min
ĥĥ Chitty Chitty Bang Bang: stage selections (Alfred)C min(omitting repeat)(omitting repeat)

ABRSM Singing for Musical Theatre | Last updated 19 November 2018

	Can be performed as an Accompaniedor Unaccompanied SongMay contain mature themes
See page 27 for more details

8Grade 2, List A

Cinderella

Rodgers & Hammerstein
A:4

In my own little cornerĥĥ Cinderella: vocal selections (revised edition) (Williamson)
F (D4–D5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
Fĥĥ The Broadway Ingénue: 37 Theatre Songs for Soprano (Hal Leonard–Faber)F(to end of p. 67)
ĥĥ Kids’ Book of Vocal Solos (Hal Leonard)Fĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 3 (Hal Leonard–Faber)F(to end of p. 35)
ĥĥ Musical Theatre Collection for Young Women Singers (Hal Leonard)F

A:5

Ten Minutes Ago

ĥĥ Cinderella: vocal selections (revised edition) (Williamson)
G (C + 4–D5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
Gĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 1 (revised edition)(Hal Leonard–Faber)G

Funny Face

G. & I. Gershwin
A:6‘S Wonderful(refrain only; omitting repeat)ĥĥ 50 Gershwin Classics (Alfred)E - (E - 4–E5)Girl Crazy

G. & I. Gershwin
A:7

But Not for Me(refrain only; omitting repeat)ĥĥ 50 Gershwin Classics (Alfred)E - (E - 4–F5)
ĥĥ But Not For Me
www.musicnotes.com/sheetmusic/MN0016539
E-

High Society
C. Porter
A:8

True Love

ĥĥ The Best of Cole Porter (Faber)
G (C4–C5)
ĥĥ Cole Porter 100th Anniversary (Alfred)Gĥĥ Everlasting Voices (medium-high) (Peters)Gĥĥ Everlasting Voices (medium-low) (Peters)
G

The King and I

Rodgers & Hammerstein
A:9

Getting to know youĥĥ The King and I: vocal selections (Williamson)
C (E4–E5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)Cĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 3 (Hal Leonard–Faber)A

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 20189

Grade 2, List A

A:10 Shall We Dance?

A:11

We kiss in a shadowĥĥ The King and I: vocal selections (Williamson)
E - (C4–B - 4)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)Eĥĥ The King and I: vocal selections (Williamson)
F (C4–D5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
Fĥĥ The Broadway Ingénue: 37 Theatre Songs for Soprano (Hal Leonard–Faber)G(ending b. 38)

Les Misérables

Claude-Michel Schönberg & Alain Boublil
A:12 Castle on a Cloudĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
A min (A3–C5)
ĥĥ Les Misérables: stage vocal selections (Wise)
A min
ĥĥ Les Misérables: film vocal selections (Wise)
A min

Mary Poppins

Richard & Robert Sherman
A:13 A Spoonful of Sugar

ĥĥ Mary Poppins: film vocal selections (Hal Leonard)
G (D4–D5)
ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)Gĥĥ Stage & Screen – The Black Book (Wise)
G

A:14 Stay Awake

ĥĥ Mary Poppins: film vocal selections (Hal Leonard)
C (B3–A4)

A:15 Supercalifragilisticexpialidocious

ĥĥ Mary Poppins: film vocal selections (Hal Leonard)
C (D4–D5)
ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)C(any two verses)(omitting repeat; one verse only (any))

One Minute to Zero
Young & Heyman

A:16 When I fall in loveĥĥ The Definitive Jazz Collection (2nd edition) (Hal Leonard–Faber)E - (B - 3–D5)Peter Pan
Fain & Cahn

A:17 The second star to the rightĥĥ Peter Pan: film vocal selections (Hal Leonard)
F (C4–E5)
ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
E-

Reuben Reuben
Blitzstein

A:18 Never get lostĥĥ The Marc Blitzstein Songbook, Vol. 2 (Boosey & Hawkes)
D (C + 4–D5)

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201810

Grade 2, List A

Singin’ in the Rain
Brown & Freed

A:19 Singin’ in the Rainĥĥ Singin’ in the Rain: vocal selections (50th Anniversary Edition) (Alfred)
G (D4–D5)(chorus only)ĥĥ Junior Songscape: Stage and Screen (Faber)G(part 1 in final 6 bars)
ĥĥ The Faber Music Theatre Songbook (Faber)Gĥĥ The ABRSM Songbook Plus, Grade 2 (ABRSM)
G(chorus only)ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Gĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)F

Sleeping Beauty
Fain & Lawrence

A:20 Once Upon a Dreamĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
F (D4–F5)

The Sound of Music
Rodgers & Hammerstein
A:21 Something Goodĥĥ The Sound of Music: vocal selections (revised edition) (Williamson)
F (B3–C5)
ĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 3 (Hal Leonard–Faber)
F

South PacificRodgers & Hammerstein
A:22 A Cock-eyed Optimist

ĥĥ South Pacific: vocal selections (Williamson)
G (B3–D5)
ĥĥ The Singer’s Musical Theatre Anthology, Mezzo-Soprano/Belter Vol. 1(revised edition) (Hal Leonard–Faber)Fĥĥ The Rodgers & Hammerstein Collection (Williamson)
Gĥĥ Musical Theatre Collection for Young Women Singers (Hal Leonard)G

list B
Adventures in Love

Zina Goldrich & Marcy Heisler
B:1

Beautiful You(ending b. 43)

ĥĥ The Songs of Goldrich and Heisler (Hal Leonard)
D (A3–B4)
ĥĥ Beautiful You
www.musicnotes.com/sheetmusic/MN0058163
D

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201811

Grade 2, List B

Aladdin

Alan Menken & Tim Rice
B:2

A Whole New World

ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
D (A3–D5)

BeautifulKing & Goffin
B:3

The Loco-Motion(omitting repeats)

ĥĥ Beautiful: The Carole King Musical: vocal selections (Hal Leonard)
E - (B - 3–C5)

Billy Elliot

Elton John & Lee Hall
B:4

The Letter – Repriseĥĥ Billy Elliot: The Musical (Wise)
C (G3–D5)

Bugsy Malone
Paul Williams
B:5

Bugsy Maloneĥĥ Bugsy Malone: vocal selections (Faber)C (D4–D5)

B:6

My name is Tallulahĥĥ Bugsy Malone: vocal selections (Faber)C (A3–B4)(ending b. 34)(straight to coda after b. 46)

Cats

Andrew Lloyd Webber & T. S. Eliot
B:7

Mr Mistoffelees(any one verse; omitting DS)

ĥĥ Cats: vocal selections (Faber)F (C4–E5)

GreaseCasey & Jim Jacobs
B:8

Beauty School Dropout(bb. 16–47 only)ĥĥ Grease: vocal selections (20th Anniversary Edition) (IMP)E - (B - 3–C5)
ĥĥ Beauty School Dropout
www.musicnotes.com/sheetmusic/MN0069986
E-

High School Musical 2

Tim James & Antonina Armato
B:9

Bet on it(omitting repeats; cut bb. 35–62)

ĥĥ Bet on it
www.musicnotes.com/sheetmusic/MN0058684
C min (G4–A - 5)

Joseph and the Amazing Technicolor Dreamcoat
Andrew Lloyd Webber & Tim Rice
B:10 Any Dream Will Do

ĥĥ Joseph and the Amazing Technicolor Dreamcoat: vocal score (Really UsefulGroup)C (C4–F5)(ending at fig. Y; melody line only)ĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)A(omitting 4th–11th bars on final page)ĥĥ Junior Songscape (Faber)B(ending b. 45; melody line only; omitting top F in b. 29)

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201812

Grade 2, List B

The Lion King

Elton John & Tim Rice
B:11

Can You Feel the Love Tonight(bb. 12–36 only)ĥĥ The Lion King: Broadway selections (Hal Leonard)
G - (D - 4–E - 5)
ĥĥ The Lion King: film vocal selections (Hal Leonard)F

Mamma Mia!

Benny Andersson & Björn Ulvaeus
B:12

I have a dream(cut bb. 33–61)

ĥĥ Play the Songs That Inspired Mamma Mia!: vocal selections (Alfred)D - (A - 3–D - 5)

Matilda The Musical
Tim Minchin
B:13

When I grow up(straight to coda after b. 22; Matilda part from 14th barof coda)ĥĥ Matilda The Musical: vocal selections (Wise)
F (C4–C5)

The Prince of Egypt
Stephen Schwartz

B:14 River Lullaby (from Deliver Us)

ĥĥ The Prince of Egypt: vocal selections (Cherry Lane Music Company)
C/D (G3–D5)(pp. 9–12 with suitable intro and ending)ĥĥ The ABRSM Songbook Plus, Grade 2 (ABRSM)
C/DSchool of RockAndrew Lloyd Webber & Glenn Slater
B:15

If Only You Would Listen(ending b. 55)

ĥĥ School of Rock: The Musical (Hal Leonard)
F (A3–C5)

Seussical The Musical

Stephen Flaherty, Lynn Ahrens & Dr Seuss
B:16 It’s Possible(melody line)ĥĥ Seussical The Musical: vocal selections (Alfred)
D (D4–B4)

TangledAlan Menken & Glenn Slater

I See the Light

ĥĥ Tangled: vocal selections (Hal Leonard)
C (G3–C5)

B:18 I’ve Got a Dreamĥĥ Tangled: vocal selections (Hal Leonard)
E (B3–E5)

B:17(ending on 9th bar of p. 29)(ending on 2nd bar of p. 22)

Watership Down
Mike Batt

B:19 Bright Eyes

(omitting repeats; straight to coda)

ĥĥ Essential Audition Songs for Male Vocalists: Pop Ballads (IMP)G (F + 4–E5)

Whistle Down the Wind

Andrew Lloyd Webber & Jim Steinman
B:20 No Matter What(melody line only; omitting repeats)

ĥĥ Junior Songscape (Faber)
G (B3–E5)

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201813

Grade 2, List C

list C
42nd Street

Warren & Dubin
C:1

Forty-Second Street

ĥĥ Ready to Sing…Broadway (Alfred)D min (D4–D5)(this version only)

Annie

Charles Strouse & Martin Charnin
C:2

You’re Never Fully Dressed Without a
Smileĥĥ You’re Never Fully Dressed Without a Smile
www.musicnotes.com/sheetmusic/MN0069695
G (D4–E5)
ĥĥ Annie: vocal selections (Faber)G

The Aristocats

F. Huddleston & A. Rinker
C:3

Everybody wants to be a catĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
E min (B3–C5)(ending at end b. 24)
ĥĥ Songs from The Aristocats (Hal Leonard)
C minĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
E min

Bugsy Malone
Paul Williams
C:4

So you wanna be a boxer(straight to coda after b. 30; bb. 38–39 may be sung 8ve
higher)ĥĥ Bugsy Malone: vocal selections (Faber)
G (G3/D4–D5)
ĥĥ So you wanna be a boxer
www.musicnotes.com/sheetmusic/MN0101320
G

Cats

Andrew Lloyd Webber & T. S. Eliot
C:5

Gus: The Theatre Cat(ending before DS on p. 61)

ĥĥ Cats: vocal selections (Faber)
D (G + 3/A3–D5)

Dumbo

O. Wallace & Washington
C:6

When I See an Elephant Fly

ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
E - (B - 3–F5)(pp. 58–60; omitting repeat)ĥĥ When I See an Elephant Fly
www.musicnotes.com/sheetmusic/MN0073951
F

FrozenKristen Anderson-Lopez & Robert Lopez
C:7

Do you want to build a snowman?
(finishing at b. 48 with suitable ending)ĥĥ Frozen: vocal selections (Hal Leonard)
E - (B - 3–C5)

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201814

Grade 2, List C

Half a Sixpence
Heneker
C:8Flash, Bang, Wallop!

ĥĥ Junior Songscape: Stage and Screen (Faber)F (C4–C5)(omitting DS)
ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Gĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)Fĥĥ The Faber Music Theatre Songbook (Faber)F(omitting DS)

Kiss Me, Kate
C. Porter
C:9

Brush Up Your Shakespeare(omitting repeats)ĥĥ Kiss Me, Kate: vocal selections (Alfred)
F (B3–D5)

Little Johnny Jones
George M. Cohan

C:10 Give my regards to Broadway(omitting bb. 5–36)

ĥĥ Ready to Sing… Broadway (Alfred)
G (D4–D5)

The Little Mermaid
Alan Menken & Ashman
C:11

Under the Sea

ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
B - (C4–D5)
ĥĥ Under the Sea
www.musicnotes.com/sheetmusic/MN0056952
B(ending after 2nd-time bar)

The Many Adventures of Winnie the PoohRichard & Robert Sherman
C:12 Winnie the Poohĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
C (C4–C5)

Me and My Girl
Gay & Butler

C:13 The sun has got his hat on

ĥĥ Junior Songscape: Children’s Favourites (Faber)C (C4–E5)

Oliver!
Bart

C:14 Food, Glorious Food

ĥĥ Oliver!: film vocal selections (Lakeview Music)
F/C (B3–E5)

C:15 I’d do anythingĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
B - (B - 3–D5)
ĥĥ The ABRSM Songbook Plus, Grade 2 (ABRSM)
Bĥĥ Oliver!: film vocal selections (Lakeview Music)
C(twice through)

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201815

Grade 2, List C

Peter Pan

Churchill & J. Lawrence
C:16 Never smile at a crocodile

ĥĥ Peter Pan: film vocal selections (Hal Leonard)
F (C4–F5)
ĥĥ Never smile at a crocodilewww.musicnotes.com/sheetmusic/MN0077629_D3
C

Pinocchio

Harline & Washington
C:17 Hi-Diddle-Dee-Deeĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
B - /E - (B - 3–F5)

The Wizard of Oz
Arlen & Harburg

C:18 Ding Dong the Witch is Dead(chorus only)ĥĥ The Harold Arlen Songbook (Hal Leonard–Faber)C (C4–E5)
ĥĥ The Wizard of Oz: vocal selections (Alfred)C

Aural Tests
a To clap the pulse of a piece played by the examiner, and to identify whether it is in two time or
three time. The examiner will start playing the passage, and the candidate should join in as soon
as possible, clapping in time and giving a louder clap on the strong beats. The examiner will thenask whether the music is in two time or three time. The candidate is not required to state thetime signature.
b To sing as ‘echoes’ three phrases played by the examiner. The phrases will be two bars long, ina major key, and within the range of tonic–dominant. First the examiner will play the key-chord
and the starting note (the tonic) and then count in two bars. After the examiner has played eachphrase, the candidate should sing back the echo without a pause, keeping in time.
c To identify a change in either pitch or rhythm during a phrase played by the examiner. The
phrase will be two bars long, in a major key. First the examiner will play the key-chord andthe tonic and then count in two bars. The examiner will play the phrase twice, making thechange in the second playing, after which the candidate should identify the change by describing
it, or singing/clapping. If necessary, the examiner will play both versions of the phrase again(although this may affect the assessment).
d To answer questions about two features of a piece played by the examiner. Before playing,
the examiner will tell the candidate which two features the questions will be about. The firstwill be one of the following: dynamics (loud/quiet, or sudden/gradual changes), articulation(smooth/detached); the second will be tempo (becoming slower/faster, or staying the same).

ABRSM Singing for Musical Theatre | Grade 2 | Last updated 19 November 201816

Grade 3
THREE ACCOMPANIED SONGS: from memory, one chosen by the candidate from each of the three Lists, A, B and C(listed below). For further details see page 27.

ONE UNACCOMPANIED SONG: from memory, chosen from the songs from any list marked with adetails see page 29.

below. For further

SIGHT-SINGING: a short piece of previously unseen music, accompanied by the examiner at the piano. For further
details see page 29.

AURAL TESTS: administered by the examiner from the piano. For further details see pages 25 and 31.

list A
Annie Get Your Gun
I. Berlin
A:1

They Say It’s Wonderful(chorus only)ĥĥ Annie Get Your Gun: vocal selections (Hal Leonard)
F (C4–D5)(omitting repeat)ĥĥ The Singer’s Musical Theatre Anthology, Mezzo-Soprano/Belter Vol. 3(Hal Leonard–Faber)E(ending p. 25 b.3)

Bye Bye BirdieCharles Strouse & Lee Adams
A:2

One Boy (Girl)ĥĥ One Boy (Girl)
www.musicnotes.com/sheetmusic/MN0017766
C (C4–E5/G5)

Camelot

Lerner & Loewe
A:3

Before I gaze at you again

ĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 3 (Hal Leonard–Faber)F (C4–E - 5)
ĥĥ Camelot: vocal score (revised edition) (Faber)F

A:4

If ever I would leave youĥĥ The Singer’s Musical Theatre Anthology, Baritone/Bass Vol. 1 (revised
edition) (Hal Leonard–Faber)B - (A3–D5)(bb. 25–80)
ĥĥ Camelot: vocal score (revised edition) (Faber)B(ending b. 95)

ABRSM Singing for Musical Theatre | Last updated 19 November 2018

	Can be performed as an Accompaniedor Unaccompanied SongMay contain mature themes
See page 27 for more details

17Grade 3, List A

Cinderella

Rodgers & Hammerstein
A:5

Impossible

ĥĥ Cinderella: vocal selections (revised edition) (Williamson)
G (C4–C5)
ĥĥ Impossible
www.musicnotes.com/sheetmusic/MN0107297
G

A Damsel in Distress
G. & I. Gershwin
A:6

A Foggy Day(refrain only)

ĥĥ 50 Gershwin Classics (Alfred)
F (C4–F5)

Fanny
Rome
A:7

Be Kind to Your Parents

ĥĥ Kids’ Musical Theatre Collection, Vol. 2 (Hal Leonard)
F (B3–D5)

The Fantasticks

Harvey Schmidt & Tom Jones
A:8

Try to rememberĥĥ Try to Remember (Faber)
G (B3–D5)(any two verses; omitting ‘echo’)ĥĥ Ready to Sing…Broadway (Alfred)G

Fifty Million Frenchmen
C. Porter
A:9

You Do Something to Me(refrain only)ĥĥ The Best of Cole Porter (Faber)E - (B - 3–E - 5)

The Great Magoo

Arlen, Harburg & Billy Rose
A:10 It’s Only a Paper Moon
(refrain only)ĥĥ The Harold Arlen Songbook (Hal Leonard–Faber)
G (D4–E5)

Guys and Dolls
F. Loesser
A:11

I’ve never been in love before(omitting repeat)ĥĥ I’ve never been in love before
www.musicnotes.com/sheetmusic/MN0070060
B - (B - 3–E - 5)

The King and I

Rodgers & Hammerstein
A:12 I whistle a happy tune

(whistling section may be vocalized)

ĥĥ The King and I: vocal selections (Williamson)
B - (D4–D5)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)
Bĥĥ Kids’ Book of Vocal Solos (Hal Leonard)Bĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 2 (revised edition)(Hal Leonard–Faber)B-

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201818

Grade 3, List A

Mary Poppins

Richard & Robert Sherman
A:13 Feed the Birds

ĥĥ Mary Poppins: film vocal selections (Hal Leonard)(G3/B3–D5)
ĥĥ Kids’ Book of Vocal Solos (Hal Leonard)(G3/B3–D5)
ĥĥ Musical Theatre Collection for Young Women Singers (Hal Leonard)(G3/B3–D5)
ĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)(G3/B3–D5)

Meet Me in St. LouisK. Mills & A. B. Sterling

A:14 Meet Me in St. Louis, Louis(any two verses)

ĥĥ Meet Me in St. Louis, Louis
www.musicnotes.com/sheetmusic/MN0085026
C (C4–E5)

The Mermaid

Carl Davis & Hiawyn Oram
A:15 Ride Out the Stormĥĥ Junior Songscape: Stage and Screen (Faber)E min (D4–E5)
ĥĥ The ABRSM Songbook Plus, Grade 3 (ABRSM)
E minNight and Day
C. Porter

A:16 What Is This Thing Called Love?
(refrain only)ĥĥ The Best of Cole Porter (Faber)C (C4–F5)

Oklahoma!

Rodgers & Hammerstein
A:17 Oh, What a Beautiful Mornin’(omitting repeats)

ĥĥ Oh, What a Beautiful Mornin’ (Williamson)
E - (D4–E - 5)

Pal Joey

Rodgers & L. Hart
A:18 Bewitched(from b. 21; omitting repeats)

ĥĥ Pal Joey: vocal selections (Hal Leonard)
C (D4–D5/E5)Peter Pan
L. Bernstein

A:19 My House

ĥĥ The ABRSM Songbook, Book 3 (ABRSM)(C4–F5)
ĥĥ 20th-Century Easy Song Collection (Boosey & Hawkes)(C4–F5)
ĥĥ Leonard Bernstein Song Album (Boosey & Hawkes)(C4–F5)

Pinocchio

Harline & Washington
A:20 When you wish upon a starĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
C (G3/B3–D5)(from b. 13)
ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
C (G3–D5)

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201819

Grade 3, List A

Say It with Music
R. Noble

A:21 Love is the Sweetest Thing(from b. 15)

ĥĥ Love is the Sweetest Thingwww.musicnotes.com/sheetmusic/MN0081131
D (C + 4–E5)

The Secret Garden

Lucy Simon & Marsha Norman
A:22 Round-Shouldered Man

ĥĥ The Secret Garden: vocal selections (Alfred)B - /B (B - 3–D + 5)

A:23 The Girl I Mean to Be

ĥĥ The Secret Garden: vocal selections (Alfred)E - (A - 3–C5)
ĥĥ The ABRSM Songbook Plus, Grade 3 (ABRSM)
E-

Seven Brides for Seven Brothers
de Paul & Mercer

A:24 Bless yore beautiful hideĥĥ Bless yore beautiful hidewww.musicnotes.com/sheetmusic/MN0051958
E - (B - 3–E - 5)
ĥĥ Seven Brides for Seven Brothers: musical selections (Alfred)
E-

State Fair

Rodgers & Hammerstein
A:25 It’s a grand night for singing(omitting the Interlude)ĥĥ State Fair: vocal selections (Williamson)
G (D4–E5)

list BAn American TailJames Horner, Barry Mann & Cynthia Weil
B:1

Somewhere Out There(straight to coda after b. 35)

ĥĥ Somewhere Out There
www.musicnotes.com/sheetmusic/MN0041843
C (A - 3–D5)

Anastasia

Stephen Flaherty & Lynn Ahrens
B:2

Once Upon a December(omitting Russian Chorus)ĥĥ Once Upon A December
www.musicnotes.com/sheetmusic/MN0026553(B3–C + 5)

Annie

Charles Strouse & Martin Charnin
B:3

Maybe

ĥĥ Annie: vocal selections (Faber)B - (B - 3–D5)
ĥĥ Kids’ Musical Theatre Collection, Vol. 1 (Hal Leonard)
B(omitting 2nd repeat)ĥĥ More Audition Songs for Kids (Wise)A-

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201820

Grade 3, List B

Beautiful
Carole King
B:4

So far away

(straight to coda after b. 5 2nd time)ĥĥ Beautiful: The Carole King Musical: vocal selections (Hal Leonard)
D

Blood Brothers
Willy Russell
B:5

Easy Terms(straight to coda, omitting DS)

ĥĥ Blood Brothers: vocal selections (Wise)(G3–A4)Cats

Andrew Lloyd Webber & T. S. Eliot
B:6

Macavity: The Mystery Cat(cut bb. 13–49; omitting repeat)ĥĥ Cats: vocal selections (Faber)C min (A3–C5)Charlie and the Chocolate Factory
Marc Shaiman & Scott Wittman
B:7

Almost Nearly Perfect(omitting repeat)ĥĥ Charlie and the Chocolate Factory: The New Musical: vocal selections(Hal Leonard)
F (A3–D5)

Children of Eden
Stephen Schwartz
B:8

Children of Eden(from b. 11)

ĥĥ Children of Eden: vocal selections (Hal Leonard)
D - (A - 3–D - 5)

Enchanted

Alan Menken & Stephen Schwartz
B:9

Happy Working Song(cut bb. 24–41)

ĥĥ Enchanted: vocal selections (Hal Leonard)
D (G + 3–D5)

Finding Neverland

Eliot Kennedy & Gary Barlow
B:10 Neverland(omitting repeat)ĥĥ Finding Neverland: vocal selections (Hal Leonard)
F (C4–E5)

B:11

Something About this Nightĥĥ Finding Neverland: vocal selections (Hal Leonard)
G (D4–A5)

B:12

We’re All Made of Starsĥĥ Finding Neverland: vocal selections (Hal Leonard)
G (G3–C5)

The Greatest Showman
Pasek & Paul
B:13

A Million Dreams(ending b. 55)

ĥĥ A Million Dreams
www.musicnotes.com/sheetmusic/MN0180249
G (E3–C5)

High School Musical

Robbie Nevil & Matthew Gerrard
B:14 We’re All in This Together(first verse 8vb; cut from 7th bar p. 232 to 3rd bar p.
234)

ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
G (C4–C5)

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201821

Grade 3, List B

The Hunchback of Notre Dame
Alan Menken & Stephen Schwartz
B:15

Someday(cut piano ending)ĥĥ The New Illustrated Treasury of Disney Songs (6th edition) (Hal Leonard)
A - /B - (A - 3–E - 5)

Mary Poppins The New MusicalGeorge Stiles & Anthony Drewe
B:16 Being Mrs Banksĥĥ Mary Poppins: The New Musical: vocal selections (Hal Leonard)
F (A3–D5)(from 12th bar of p. 100)
ĥĥ Being Mrs Banks
www.musicnotes.com/sheetmusic/MN0060629
F(from 12th bar of p. 3)

Next to Normal

Tom Kitt & Brian Yorkey
B:17

There’s a world

ĥĥ Next to Normal (Alfred)(G4–G5)Once

Glen Hansard & Markéta Irglová
B:18 The Hill(cut from 7th bar p. 62 to 13th bar p. 65)

ĥĥ Once: vocal selections (Alfred)G + min (G + 3–B4)

Spring Awakening

Duncan Sheik & Steven Sater
B:19 All that’s known

ĥĥ Spring Awakening: A New Musical: vocal selections (Hal Leonard)
G min (C4–E5)

B:20 Mama who bore meĥĥ Spring Awakening: A New Musical: vocal selections (Hal Leonard)
C (G3–A4)

Starlight Express

Andrew Lloyd Webber & Richard Stilgoe
B:21 There’s Meĥĥ There’s Me
www.musicnotes.com/sheetmusic/MN0095004
B - (F3–F5)

The Wedding Singer

Matthew Sklar & Chad Beguelin
B:22 Someday(cut from b. 43 to piano gliss on p. 8)

ĥĥ Someday
www.musicnotes.com/sheetmusic/MN0076101(A3–E - 5)list C
AllegroRodgers & Hammerstein
C:1

The Gentleman is a Dope(from b. 24)

ĥĥ The Singer’s Musical Theatre Anthology, Mezzo-Soprano/Belter Vol. 2(revised edition) (Hal Leonard–Faber)B - min (A - 3–C5)

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201822

Grade 3, List C

Annie Get Your Gun
I. Berlin
C:2

I Got the Sun in the Morningĥĥ Annie Get Your Gun: vocal selections (Hal Leonard)
F (C4–C5)
ĥĥ I Got the Sun in the Morning
www.musicnotes.com/sheetmusic/MN0093374
F

Beauty and the Beast
Alan Menken & Ashman
C:3

Gaston(from b. 30; omitting repeat)ĥĥ The Singer’s Musical Theatre Anthology, Baritone/Bass Vol. 3 (Hal Leonard–
Faber)C (B3–E5)

Calamity Jane
Fain & Webster
C:4

The Deadwood Stageĥĥ Calamity Jane: vocal score (Faber)A - (C4–E - 5)(from 4 bars before fig. 3 to fig. 7)
ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Aĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)Gĥĥ Stage & Screen – The White Book (Wise)G(omitting repeat)

ChicagoJohn Kander & F. Ebb
C:5

Funny Honey(may be sung 8ve lower; omitting repeats)ĥĥ Funny Honey
www.musicnotes.com/sheetmusic/MN0043483
G (G4–A5)
ĥĥ Chicago: movie vocal selections (Faber)G

Damn Yankees
R. Adler & J. Ross
C:6

Heart

ĥĥ Ready to Sing…Broadway (Alfred)
F (C4–D5)

Enchanted

Alan Menken & Stephen Schwartz
C:7

That’s How You Know(from b. 19, cut bb. 60–75 finishing at the end of p. 26)

ĥĥ Enchanted: vocal selections (Hal Leonard)
D (A3–C + 5)

Follow the Fleet
I. Berlin
C:8

Let’s Face the Music and Danceĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)C (C4–E5)
ĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)
B-

Hello, Dolly!
Jerry Herman
C:9

Hello, Dolly!

ĥĥ Hello, Dolly!: vocal selections (Hal Leonard)
B - (B - 3–E - 5)

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201823

Grade 3, List C

The Life

C. Coleman & Ira Gasman
C:10 Easy Money(omitting repeat)ĥĥ Easy Moneywww.musicnotes.com/sheetmusic/MN0028009
G (A3–B4)
ĥĥ The Life: vocal selections (Hal Leonard)G

The Lion King

Elton John & Tim Rice
C:11

Be Prepared(omitting spoken section)

ĥĥ The Lion King: Broadway selections (Hal Leonard)
A min (A3–A4)
ĥĥ The Lion King: film vocal selections (Hal Leonard)
A min

The Little Mermaid
Alan Menken & Ashman
C:12 Les poissons

ĥĥ The Singer’s Musical Theatre Anthology, Baritone/Bass Vol. 3 (Hal Leonard–
Faber)G (B - 3–A4)

Matilda The Musical
Tim Minchin

C:13 Revolting Children(omitting bb. 28–35)

ĥĥ Matilda The Musical: vocal selections (Wise)
G (D + 4–E5)

My Fair Lady
Lerner & Loewe

C:14 Wouldn’t it be Loverly?

ĥĥ The Singer’s Musical Theatre Anthology, Soprano Vol. 3 (Hal Leonard–Faber)F (C4–D5)
ĥĥ My Fair Lady: film vocal selections (Faber)F(F major section only, ending in 1st-time bar)ĥĥ The Best of Singing, Grades 1–3 (high voice) (Faber)Gĥĥ The Best of Singing, Grades 1–3 (low voice) (Faber)Fĥĥ Essential Audition Songs for Kids (Faber)Fĥĥ The Broadway Ingénue: 37 Theatre Songs for Soprano (Hal Leonard–Faber)F

Nine-Fifteen Revue
Arlen & Koehler

C:15 Get Happy(from chorus; observing repeat)ĥĥ The Harold Arlen Songbook (Hal Leonard–Faber)E - (B - 3–F5)

Oliver!
Bart

C:16 My Nameĥĥ Oliver!: vocal score (Lakeview Music)
D min (C + 4–D5)
ĥĥ Oliver!: stage vocal selections (Lakeview Music)
D min

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201824

Grade 3, List C

C:17 Pick a Pocket or Two(any three verses)

ĥĥ Oliver!: film vocal selections (Lakeview Music)
F min (C4–G5)
ĥĥ Oliver!: vocal score (Lakeview Music)
F min
ĥĥ Oliver!: stage vocal selections (Lakeview Music)
G min

Singin’ in the Rain
Brown & Freed

C:18 Good Morningĥĥ Singin’ in the Rain: vocal selections (50th Anniversary Edition) (Alfred)B - (C4–D5)South PacificRodgers & Hammerstein
C:19 I’m gonna wash that man right outa myhairĥĥ South Pacific: vocal selections (Williamson)
F (C4–D5/F5)(straight to final ending, stopping before interlude)ĥĥ I’m gonna wash that man right outa my hairwww.musicnotes.com/sheetmusic/MN0106025
F(straight to coda after b. 38)
ĥĥ The Rodgers & Hammerstein Collection (Williamson)F(straight to coda after b. 38)

The Wizard of Oz
Arlen & Harburg

C:20 If I Only Had a Brainĥĥ The Harold Arlen Songbook (Hal Leonard–Faber)F (C4–E5)(any one character; chorus only, with suitable intro)
ĥĥ Ready to Sing…Broadway (Alfred)Fĥĥ The Wizard of Oz: vocal selections (Alfred)F(any one character; chorus only, with suitable intro; 70th Anniversary
Deluxe Songbook not suitable for exam use)

Aural Tests
a To clap the pulse of a piece played by the examiner, and to identify whether it is in two time,
three time or four time. The examiner will start playing the passage, and the candidate should
join in as soon as possible, clapping in time and giving a louder clap on the strong beats. The
examiner will then ask whether the music is in two time, three time or four time. The candidate is
not required to state the time signature.
b To sing as ‘echoes’ three phrases played by the examiner. The phrases will be two bars long, in a
major or minor key, and within the range of an octave. First the examiner will play the key-chord
and the starting note and then count in two bars. After the examiner has played each phrase,the candidate should sing back the echo without a pause, keeping in time.
c To identify a change in either pitch or rhythm during a phrase played by the examiner. The
phrase will be up to four bars long, in a major or minor key. First the examiner will play the
key-chord and the tonic and then count in two bars. The examiner will play the phrase twice,
making the change in the second playing, after which the candidate should identify the change bydescribing it, or singing/clapping. If necessary, the examiner will play both versions of the phrase
again (although this may affect the assessment).
d To answer questions about two features of a piece played by the examiner. Before playing,
the examiner will tell the candidate which two features the questions will be about. The firstwill be one of the following: dynamics (loud/quiet, or sudden/gradual changes), articulation
ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201825

Grade 3(smooth/detached), tempo (becoming slower/faster, or staying the same); the second will
be tonality (major/minor key).

ABRSM Singing for Musical Theatre | Grade 3 | Last updated 19 November 201826

Requirements and information
Here are the most important points that you need to know when taking or
entering students for ABRSM Singing for Musical Theatre exams. Further details,
as well as administrative information relating to the exams, are given in ABRSM’s
Exam Regulations which you should read before booking an exam (available atwww.abrsm.org/examregulations).

Entering for an exam
Currently, there are three grades of Singing for Musical Theatre exams. The syllabus for higher
grades will be available from Autumn 2019. Candidates may be entered for any grade and do notneed to have taken any other grade in Singing for Musical Theatre.
Access: We aim to make our exams accessible to all candidates by providing access arrangements
and reasonable adjustments to exam requirements. We publish guidelines for candidates withspecific needs at www.abrsm.org/specificneeds. Where a candidate has specific needs that are notcovered by our guidelines, we consider each case individually. Further information is available fromthe Access Coordinator (accesscoordinator@abrsm.ac.uk) or from www.abrsm.org/specificneeds.
Exam booking: Details of exam dates, venues, fees and how to book an exam are available online atwww.abrsm.org/exambooking.

Sections of the exam
ABRSM graded Singing for Musical Theatre exams consist of: three Accompanied songs;
one Unaccompanied song; Sight-singing; and Aural tests.
Marking scheme: Exams are marked out of 150. 100 marks are required for a Pass, 120 for a Meritand 130 for a Distinction. Candidates do not need to pass each section to pass overall. See p. 32
for the marking criteria used by examiners.
The marks are allocated as follows:
Accompanied songs:

Unaccompanied song
Sight-singing
Aural tests
Total

1

30

2
3

30
30
21
21
18
150

Accompanied songs
Programme planning: Candidates must perform three Accompanied songs (and an Unaccompaniedsong, see p. 29). Songs must be chosen from the syllabus lists for the grade being taken.
Candidates choose one song from each of the three Lists, A, B and C.
There is a broad range of songs set on the syllabus, to suit different voices and to appeal to
candidates of different ages and backgrounds. Not every song will be suitable for every candidate
because of vocal range, content (themes, lyrics) or the wider context (historical, cultural, subject
ABRSM Singing for Musical Theatre | Last updated 19 November 201827

matter of the show). We advise that songs are chosen carefully for their appropriateness to eachindividual, which may require consultation between teachers and parents/guardians. A parental
guidance symbol ( ) is shown in the syllabus list where the content of the song or musical may
have some mature themes.
Languages: Songs may be sung in their original language or in a singing translation in any otherlanguage.
Keys: For guidance, the syllabus shows the published keys and vocal ranges for all songs (except forsongs that are in more than one key, in which case only the vocal range is shown). Keys are shown
for all editions of songs listed. The vocal range is shown for the first-listed edition only (unless there
are slight variants in range between editions).
The vocal ranges are presented according to the following scheme:

?

w

C2

w

w

B2

C3

w

B3

&

w

C4

w

w

B4

C5

w

w

B5

C6

All songs may be sung by any voice and in any key. Many songs are available published in different
keys, and candidates/teachers may make their own transpositions. The key of each song should bechosen carefully to ensure it is appropriate for the candidate’s voice.
Exam music & editions: Candidates may use any edition of their choice (in- or out-of-print or
downloadable). Editions have been listed for guidance only. Many of the songs are available in a large
number of collections and editions.
Lyrics: All songs may be sung by singers of any gender, and candidates may change pronouns andgender-specific words. Some songs include parts for different characters in which case candidates
should sing them straight through as a solo, unless we have specified a particular part in the lists.
Candidates are welcome to adjust lyrics to make a multi-character song work as a solo.
Interpreting the score: Whether a song contains printed musical indications or not, candidates areencouraged to interpret the score in a musical and stylistic way.
Verses and repeats: Songs should be sung complete, including observing standard repeats and
DS/DC markings, with the following exceptions:• where the syllabus listing specifies ‘omitting repeats’ (this applies to standard repeats) or‘omitting DS/DC’. (If there are different lyrics, the candidate can choose which lyric to sing.)• where the syllabus listing specifies cuts or other instructions.
• where there is a standard repeat mark indicated in the score but words and music are exactly thesame, in which case the repeat should be omitted.
Where cuts are indicated in the syllabus, they are specified to make songs suitable for exam
purposes. A suitably adjusted piano introduction, ending or bridging passage may be needed.
Singing from memory: All songs must be sung from memory.
Accompaniment: Accompanied songs must be performed with a live piano accompaniment.
Candidates must provide their own accompanist, who may stay in the exam room only whileaccompanying. The candidate’s teacher may accompany, but candidates may not accompany
themselves. The examiner will not accompany. If necessary, an accompanist may simplify any partof the piano accompaniment. Recorded accompaniments are not allowed.
Photocopies: Candidates may not use unauthorized photocopies (or other kinds of copies) of
copyright editions. We may withhold the exam result if there is evidence of an illegal copy (or copies)
being used. In the UK, copies may be used in certain limited circumstances – for full details, see the
MPA’s Code of Fair Practice at www.mpaonline.org.uk. In all other cases, application should be madeto the copyright holder before any copy is made, and evidence of permission received should be
brought to the exam.

ABRSM Singing for Musical Theatre | Requirements and information | Last updated 19 November 201828

Unaccompanied song
Candidates are required to perform an Unaccompanied Song. This should be chosen from the songs
marked from any list for the grade being taken. The candidate may not perform the same songaccompanied and unaccompanied.
The Unaccompanied Song may be sung in any language and in any key. The first note or key-chord
may be played on the piano to establish the pitch. The Unaccompanied Song must be performed
from memory.

Sight-Singing
Useful information: Candidates will be asked to sing a short piece of music which they have notpreviously seen; this Sight-singing test will be accompanied by the examiner at the piano. Each piecestarts with an introduction, which the candidate will hear before their preparation time.
The tests for Grades 1–3 are printed with clear and simple words in English; candidates may use
these or they may sing to any vowel (with or without consonant) or sol-fa. This choice will not affectthe marking.
Separate bass-clef versions of tests are available for all grades: candidates should let the examiner
know if they would prefer a bass-clef to a treble-clef test.
Specimen Tests: For practice purposes, a book of sample Sight-singing tests (Grades 1–3) isavailable to purchase from music retailers and from www.abrsm.org/shop.
Preparation: In the exam, the examiner will play the key-chord and starting note, then give a two-bar
count-in before playing the piano introduction, ending with the first chord of the bar where the voice
part begins. The candidate will then be given half a minute to look through and, if they wish, try out
any part of the test (unaccompanied).
Test: The examiner will play the key-chord and starting note again, then give a two-bar count-in
before playing the introduction for the actual test. The candidate should join in where the voice part
begins, maintaining the pulse and continuing at the same tempo as the introduction.
Accompaniments: The Sight-singing tests have piano introductions and the examiner will set thetempo. In Grades 1 and 2 the texture of the piano accompaniments are minimal and double the vocal
line. In Grade 3 the accompaniments are slightly fuller and closely support the vocal line.
Parameters: The table on p. 30 shows the test parameters for each grade. Once a parameteris introduced, it applies to all higher grades. Rests are often given at suitable breathing places, andcommas for breathing are occasionally used for guidance. Dynamic markings are printed above thesinger’s stave. Titles and tempo/character indications are in English.

ABRSM Singing for Musical Theatre | Requirements and information | Last updated 19 November 2018

29

ABRSM Singing for Musical Theatre | Requirements and information | Last updated 19 November 201830

10 or 12 2 or 4

4

12

3

2

6

2

2

Intro.

6

Overall

Length (bars)

1

Grade

Sight-singing parameters

8

8

4

4

Vocal

3/4

4/4

4/4

Time

D, B - majors

A, E, D minors
no accidentals in
vocal part for minors

C, G, F majors

Keys

 C3–D4

 C4–D5

about anoctave, within
the range of: C4–D5
 C3–D4

up to a 6th,
within therange of:

Vocal range

4ths (dominant
to tonic)

ĥĥ rising perfectmajor/minor
3rds

ĥĥ diatonic

 (at end of bars only)  

 

two-note melismas)
ĥĥ slowing of tempo
at endĥĥ slurs (on simple

ĥĥ simple syncopation

ĥĥ tiesĥĥĥĥ comma for breathingĥĥĥĥ  and  /  (at end only)ĥĥ  and ĥĥ cresc. and dim. hairpinsĥĥĥĥmajor/minor
2nds
ĥĥ rising and fallingminor 3rds
(within tonic
chord)

ĥĥĥĥ diatonic

Other features that may
be includedĥĥ repeated notes

Intervals in
vocal part
English(optional)

Texts

always doubled

ĥĥ vocal line notsame as final bars
ĥĥ examiner
sets tempo(introduction)

throughout

ĥĥ introduction

ĥĥ doubles vocal line

AccompanimentAural Tests
These tests are the same for all ABRSM Grades 1–3 instrumental and singing exams. Full details of
the content are given in each grade section.
In the exam: The tests are administered by the examiner from the piano. For any test that requires asung response, pitch rather than vocal quality is being assessed. The examiner will be happy to adapt
to the vocal range of the candidate, whose responses may be sung to any vowel (with or without
consonant), sol fa, hummed or whistled (and at a different octave, if appropriate).
Assessment: Some tests allow for a second attempt or for an additional playing by the examiner,
if necessary. The examiner will also be ready to prompt, where helpful, although this may affect theassessment. Marks are not awarded for each individual test or deducted for mistakes; instead theyreflect the candidate’s overall response in this section. The marking criteria for the Aural Tests are
given on p. 32.
Specimen tests: Examples of the tests are given in Specimen Aural Tests and Aural Training in Practice(from 2011), available for purchase from music retailers and from www.abrsm.org/shop.

In the exam
Examiners: Generally, there will be one examiner in the exam room; however a second examiner
may be present for training or quality assurance purposes. Examiners may ask to look at theaccompanist’s copy of the music before or after the performance of an accompanied song. Examiners
may stop the performance of a song when they have heard enough to make a judgment. They will
not issue, or discuss, a candidate’s result; the mark form (and certificate for successful candidates)
will be issued by ABRSM after the exam.
Song list: Candidates should provide the examiner with a list of the songs they will be performing.
The exam programme & running order form on p. 33 can be used for this purpose.
Order of the exam: The candidate can choose to take the sections of the exam in any order,
although it is preferable for accompanied songs to be performed one after another.
Performance: Candidates are advised to direct their performance towards the examiner (the‘audience’), who will be listening even when s/he has to look down to write.

Assessment
The tables on p. 32 show the marking criteria used by examiners. Examiners balance the extent towhich the qualities and skills listed on p. 32 (broadly categorized by pitch, time, tone, shape andperformance) are demonstrated and contribute towards the overall musical outcome in the exam.

Obtaining exam music
Exam music is available from music retailers and online, including at the ABRSM music shop:
www.abrsm.org/shop. We aim to make sure that all the publications listed will be available forthe duration of the syllabus. We advise candidates to get their music well before the exam in caseitems are not kept in stock by retailers. All questions about the music that are not about exam
requirements (e.g. editorial, availability) should be addressed to the relevant publisher: contact
details are listed at www.abrsm.org/publishers.

Regulation
ABRSM graded music exams, Music Medals and diplomas are regulated in England by the Office of
Qualifications and Examinations Regulation (Ofqual) and the corresponding regulatory authorities
in Wales (Qualifications Wales) and Northern Ireland (CCEA Regulation). They are part of theRegulated Qualifications Framework (RQF) in England and Northern Ireland. For further information,
see www.abrsm.org/regulation.
ABRSM Singing for Musical Theatre | Requirements and information | Last updated 19 November 201831

MARKING CRITERIA (Singing)Marking
criteria
Grades 1–8

Songs
Pitch

Distinction
27–30● Highly accurate notes

Merit
24–26

● Largely accurate notes

and intonationand intonation

Time

Tone

● Fluent, with flexibility

where appropriate● Rhythmic character
well conveyed

Shape● Well projected● Sensitive use of tonal● Expressive, idiomatic● Assured
musical shaping and detail ● Fully committed● Vivid communication ofcharacter and style● Mainly controlled and● Clear musical shaping,qualities● Sustained, effective tempo● Good sense of rhythm

Performance

consistent● Good tonal awarenesswell-realised detail● Positive● Carrying musicalconviction● Character and stylecommunicated

Pass
20–23

● Generally correct notes● Sufficiently reliable● Suitable tempo● Generally stable pulse● Overall rhythmic accuracy● Generally reliable● Adequate tonal awareness● Some realisation of

Below Pass
17–19

● Frequent note errors● Insufficiently reliable● Unsuitable and/or● Uneven and/or unreliable● Inadequate tonal● Musical shape and detail

13–16● Largely inaccurate notes● Erratic tempo and/or pulse ● Serious lack of tonal● Musical shape and detaillargely unrealised● Lacking continuity● No musical involvement

10–12● Highly inaccurate notes● Incoherent tempo and/or● No tonal control● No shape or detail● Unable to continue for0● No work offered● No work offered● No work offered● No work offered● No work offered

Grades 1–8

intonation to maintaintonality

intonation to maintaintonality
and/or intonation

and/or intonation

uncontrolled tempo● Irregular pulse● Inaccurate rhythm

Unaccompanied songinsufficiently conveyedawareness

controlpulsemusical shape and/or
detail● Generally secure, prompt

recovery from slips● Some musical involvement● Insecure, inadequate

recovery from slips● Insufficient musicalinvolvement

Sight-singing

Grades 1–8

more than a short section

Aural tests

Distinction
19–21● Excellent control of pitch and intonation● Rhythmic character well conveyed● Sensitive use of vocal qualities● Expressive, idiomatic musical shaping● Fully committed communication, vivid story-telling● Fluent, rhythmically accurate● Accurate notes/pitch/key● Musical detail realised● Confident presentation

Distinction
17–18● Accurate throughout● Musically perceptive● Confident response

Merit
17–18

● Good control of pitch and intonation● Rhythmic character conveyed● Good use of vocal qualities● Clear musical shaping● Good musical involvement and story-telling● Adequate tempo, usually steady pulse● Mainly correct rhythm● Largely correct notes/pitch/key● Largely secure presentation

Merit
15–16

● Strengths significantly

Pass
14–16

● Generally reliable control of pitch and intonation● Adequate sense of rhythmic character● Sufficient use of vocal qualities● Some musical shaping● Some musical involvement and story-telling● Continuity generally maintained● Note values mostly realised● Pitch outlines in place, despite errors● Cautious presentation

Pass
12–14

● Strengths just outweigh

Below Pass
11–13

● Unreliable control of pitch and/or intonation● Inadequate sense of rhythmic character● Insufficient use of vocal qualities● Lack of musical shaping● Insufficient musical involvement and/or story-telling● Lacking overall continuity● Incorrect note values● Very approximate notes/pitch/key● Insecure presentation

Below Pass
9–11

● Weaknesses outweigh

7–10● Very unreliable control of pitch and/or intonation● Lacking rhythmic character● No use of vocal qualities● No musical shaping● Lacking musical involvement and/or story-telling● No continuity or incomplete● Note values unrealised● Pitch outlines absent● Very uncertain presentation

6–8● Inaccuracy throughout● Vague response0● No work offered● No work offered0● No work offered

ABRSM Singing for Musical Theatre | Last updated 19 November 2018

outweigh weaknesses● Musically aware● Secure response

weaknesses● Cautious responsestrengths● Uncertain response32

Exam running order forms
Name
Subject Singing for Musical Theatre
Grade
Please write details of the songs you are performing in the order you are presenting themand hand this slip to the examiner. Best wishes for an enjoyable and successful exam!
List

Number

Show

Song

Show

Song

Unaccompanied song:
List

Number

09/18

Name
Subject Singing for Musical Theatre
Grade
Please write details of the songs you are performing in the order you are presenting themand hand this slip to the examiner. Best wishes for an enjoyable and successful exam!
List

Number

Show

Song

Show

Song

Unaccompanied song:
List

Number

09/18

ABRSM Singing for Musical Theatre | Last updated 19 November 201833

Singing for Musical Theatre Syllabus Grades 1–3

Syllabus

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