Before anything else, I want to say a heartfelt thank you to all my music theory students from around the world, we spent the downtime in life during covid through the zoom lessons and continued even after the pandemic is over. Many of you discovered me through my music theory YouTube channel, and it still amazes me how one online platform can connect people across continents. Over the years, I have taught students from Malaysia, China, Hong Kong, Taiwan, Australia, the United Kingdom, and beyond — all from my ‘cave’ piano studio in Singapore. Thanks to Zoom and the internet, my small studio has quietly become a global meeting point for music lovers.

Every morning, I genuinely look forward to my lessons. Not because of exam pressure or results, but because of the people and the creativity they bring. In my music theory lessons, I often analyse how classical composers wrote their music — how they developed motifs, shaped harmony, used sequences, or created tension and release. I simply introduce the techniques; I never dictate the outcome. What excites me most is what happens next. My students take these music theory ideas and transform them into their own compositions. Sometimes the melodies unfold so beautifully that they completely exceed my expectations. On days like that, music theory doesn’t feel academic at all — it feels alive, whimsical, and deeply joyful.

Over time, I have seen how music theory enhances not just musical skills, but overall music appreciation and thinking ability. Some students have gone on to become pop song composers, while others write original music and turn it into full music videos. One student once told me that learning music analysis improved her memory and sharpened her problem-solving skills in daily life. She felt more confident tackling difficulties beyond music. This aligns closely with research showing how music study can help stimulate brain function — we even see cases where music helps dementia patients reconnect with memories. Music theory, when taught meaningfully, trains the brain to observe, analyse, connect, and express.

Teaching music theory has also made my life more meaningful. The joy does not come from certificates or distinctions — those are simply outcomes. What matters most are the shared moments during lessons: the laughter, the funny musical misunderstandings, and the sudden “aha!” moments when something finally clicks. That is why I sometimes share certificates online. Not to show off achievements, but to remember the journey behind them. Each result represents a small chapter of a musical life story we created together. The memories always come first; the results come second.

I spend most of my time in my music studio and rarely step out to meet people physically. Yet through online music theory lessons, I have met people from vastly different cultures. I didn’t just learn how they think musically — I learned how they learn. For example, students from Japan often approach music study in a very systematic way. They break learning into small, bite-sized steps, visualise concepts clearly, and organise information using charts and diagrams that are both logical and visually appealing. I was deeply inspired by this approach and gradually adopted it into my own teaching. Interestingly, students from many other countries responded extremely well to this method too. Music theory became clearer, more approachable, and even enjoyable.

Recently, a new chapter began. After a wonderful batch of diploma music theory students graduated with distinctions, many new students joined me from different musical backgrounds. Some play guitar, violin, or cello. They needed Grade 5 Music Theory certification in order to continue with higher practical grades from Grade 6 onwards. Every one of them passed with distinction. More importantly, they gained confidence and curiosity. Many chose to continue studying Grade 6 to 8 music theory with me because they wanted to understand how composers think, how classical music is constructed, and how they could express their own musical ideas with a unique artistic voice.

Looking back, I realise that music theory has shaped my life far beyond teaching and exams. It has deepened my music appreciation, connected me with people across the world, trained my mind to think clearly, and filled my daily life with creativity and joy. Music theory, when taught with heart, humour, and insight, is not about memorising rules. It is about understanding music, understanding ourselves, and finding meaning through sound. And for me, as a music teacher in Singapore, that is the greatest reward of all.

Don’t hesitate to contact teacher Jenny via whatsapp 98256286 for learning music theory with the fun way. We offer one year crash course for grades 1 to 5 or 6 to 8 music theory certifications.

Over the past few years, an increasing number of piano students and teachers in Singapore have chosen LCME Diploma Piano Examinations as their next major qualification. One key reason is that LCME diplomas are awarded by the University of West London (UWL) — a reputable, career-focused university in the UK with a strong and growing reputation in creative arts and music.

For aspiring piano teachers and performers, a diploma certified by UWL provides professional credibility, international recognition, and long-term career value.

Recently, I had the privilege of meeting Ms Anne Bull, a senior piano examiner from the London College of Music Examinations (LCME). During our discussion, she shared many valuable insights into what examiners look for in diploma-level performances.
In this article, I am sharing three important tips drawn from that conversation — insights that can genuinely help diploma candidates understand what leads to stronger outcomes in the LCME diploma piano exam.

Important note:
LCME diploma examinations (DipLCM and above) are assessed as “Approved” or “Not Approved”, with 75/100 being the minimum mark required for approval.
Unlike graded exams (up to Grade 8), there are no Pass / Merit / Distinction bands for diplomas.
However, marks such as 75, 85, or 95 still clearly reflect different standards of achievement within the Approved category.

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Before the 3 Tips: Understanding LCME’s Marking Criteria

(Summarised from LCME’s official Assessment Domains)

To perform well in an LCME diploma exam, candidates must first understand how they are assessed. LCME examiners evaluate performance across five core domains:

1. Technical Accomplishment

This refers to how securely and fluently the candidate controls the instrument, including: organizing the correct fingering, this is like buying shoes to find the right size for the feet, correct fingering is important to fit the shape of hands so that the running passages or big chords can be play fluently and that will enhance the accuracy of notes and rhythm, followed by correct articulations as classical period has fragmented phrases, and candidates should know where are the places to breath and make commas and full stops in order to bring out the style of the composers correctly, it helps to stabilize the tonal variety, tempo and dynamics effectively.

2. Musicality

In diploma piano exams, the performer’s ability to make sensitive and informed musical decisions, such as shaping of phrases, dynamic nuance, stylistic awareness, and expressive communication, these elements are important, according to examiner’s comments in the past, they tend to reward higher marks to candidates who are able to deliver the style with more variety of tone colors. We encourage candidates to record their exam pieces with better device so that the sensitivity of finger work can be captured. It is hard to capture the different layers of tone colors just with handphone, as it can only produce flat tonality due to limitation of the mobile phone device.

3. Musical Knowledge

Diploma piano candidates are expected to Demonstrate understanding of tonal, harmonic, melodic, and rhythmic structures, historical and stylistic context, the composer’s background, notational awareness.

4. Communication

How successfully the diploma piano candidate communicates with the listener through clarity and projection, stylistic authenticity, coherence of interpretation, confidence and stage presence, we help diploma piano candidates to analyse the music to make sure they have good understanding of what musical form is used in the composition and also translate the performance directions so that the candidates have good understanding on what the composers intention in terms of bringing out the right characteristics of the music.

5. Personal Response

The individuality, artistic insight, and personal engagement the performer brings to the music.

How These Domains Apply to Exam Components

Exam Component	Assessment Domains
Performance	Technical Accomplishment + Musicality + Musical Knowledge + Communication
Discussion	Musical Knowledge + Personal Response
Sight Reading	Technical Accomplishment + Musicality + Musical Knowledge + Communication
Programme Notes	Musical Knowledge about the composers, which year were the pieces written and brief analysis about the musical style and characteristics. For communication, in recent examiner’s comments, candidates are expected to add in a brief biography about their music educational background, and explain why they choose those pieces for the exam.

This framework shows clearly that musical understanding, communication, and interpretation are just as important as technical skill.

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Tip 1: What Defines Strong Diploma Piano Exam Outcomes

When discussing how examiners evaluate diploma performances, Ms Anne Bull emphasised that LCME’s marking system is highly standardised. All examiners follow the official assessment criteria carefully and consistently.

While examiners are human — and may naturally respond slightly differently to interpretation — these individual perspectives do not affect overall fairness, as marking remains anchored to the published criteria.

What leads to higher diploma piano exam marks?

• Consistent fluency across the programme
• Convincing musicality informed by stylistic understanding
• Interpretation that demonstrates awareness of the composer’s intentions
• A performance that is engaging, coherent, and enjoyable to listen to

Ms Bull expressed this beautifully by explaining that performances which feel artistically complete and compelling naturally leave a strong impression on the examiner.

In diploma piano exams, higher marks reflect depth of musical communication, not superficial display.

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Tip 2: Harder Repertoire Does NOT Automatically Lead to Higher Marks

A common misconception among diploma piano candidates is that choosing more technically difficult repertoire will automatically result in higher marks.

Ms Anne Bull was very clear on this point:

Selecting harder repertoire does not guarantee a higher score.
What matters most is how convincingly the music is delivered.

A candidate who performs a technically moderate piece with security, stylistic awareness, expressive control and musical confidence may score more highly than someone who chooses very challenging repertoire but performs it insecurely, unmusically, or inconsistently.

However, an important balance must be struck. As Dr Andrew McBirnie highlighted, choosing repertoire that is too easy also carries risks, as it may not fully allow the candidate to demonstrate the musical and technical outcomes expected at diploma level.

The key is therefore to choose appropriately challenging repertoire — music that enables the performer to show depth, maturity, and artistry without compromising security.

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Tip 3: Tempo Flexibility — Musical Freedom with Responsibility

Another frequent question from diploma candidates is whether they must follow the exact tempo markings printed in the score.

Ms Anne Bull clarified that:

Candidates are not required to follow printed tempo markings exactly.
There is room for thoughtful personal interpretation.

However, tempo flexibility must always respect the composer’s stylistic period, the character of the music and the overall musical structure. Examiners expect tempo choices to support musical clarity, enhance expression and remain stylistically appropriate.

Tempo should never distort the composer’s intention or undermine the integrity of the music. This is where teachers play a crucial role in guiding students on how much flexibility is appropriate and where boundaries lie.

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Final Thoughts

These insights from Ms Anne Bull highlight an essential truth about LCME diploma exams:

They reward musical intelligence, artistry, and communication — not just technical difficulty.
Secure, expressive, and stylistically informed performances consistently achieve stronger outcomes.

For candidates preparing for DipLCM, ALCM, or LLCM, the formula for success remains clear:

Technical control + stylistic understanding + convincing musical communication = strong diploma results

I hope these insights help diploma piano candidates approach their preparation with greater clarity, confidence, and musical purpose.

If you are interested to pursue diploma piano certification after grade 8 piano, don’t hesitate to come for a trial lesson with teacher Jenny by whatsapp 98256286. We offer solutions for your technical difficulties in diploma piano pieces and help you score well confidently for the diploma piano exams.

With the rise of online learning, music theory lessons via Zoom have become one of the most effective and flexible ways for students in Singapore to prepare for their exams. From Grades 1 to 8, and even Diploma Music Theory, more students are now achieving distinctions without physically attending lessons — as long as they learn the right way.

After teaching hundreds of successful candidates through online music theory lessons in Singapore, I have identified three crucial habits that separate average students from top scorers. If you or your child is currently taking music theory lessons online, these three tips are absolute game-changers.

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? 1. Make Full Use of the Zoom Annotation Button – Your #1 Secret Weapon

This is the MOST IMPORTANT rule of online music theory learning.

Many students join Zoom music theory lessons but remain passive — they watch, they listen, but they don’t participate actively. That is a big mistake. Zoom offers a powerful tool called the Annotation Button, and it is the key to making your online lesson as effective as a physical classroom — or even better.

? How We Use Annotation in My Music Theory Lessons:

During every online lesson:

• I mark students’ homework live on the screen
• Students are required to correct their mistakes in real time
• Students use the annotation tools to write answers, chord symbols, intervals, cadences, modulations, and compositions directly on screen
• I can immediately see:
  • Who truly understands
  • Who is guessing
  • Who still has misconceptions

This interactive process allows me to:
? Instantly correct wrong concepts
? Track each student’s thinking process
? Train exam-level answering skills
? Build real confidence under time pressure

Think of the annotation button as your “exam training pen” — if you do not use it actively, you are only half-learning.

? Pro Tip:
If your child refuses to write on screen and only listens, exam results will reflect that passivity. In my experience, students who actively annotate score much higher than those who only observe.

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? 2. Get Your Learning Materials Ready – My Proven Music Theory Guide Book Is the Backbone

Before every course begins, my students receive:

• ? A Music Theory Guide Book Authored by me
• ? Weekly worksheets
• ?? Exam-standard practice papers

These materials are NOT off-the-shelf textbooks. They are:
? Strategically designed based on real examiner marking criteria
? Focused on fast absorption of music theory concepts
? Packed with shortcut methods for composition & analysis
? Developed from years of real exam results and failures

Many parents tell me:

“Teacher Jenny, we tried many assessment books before, but your guide book explains things in a way that my child suddenly understands.”

? Why Material Preparation Matters So Much:

Whether your student uses:

• Digital copies on iPad / tablet
• Or printed hard copies

They must be ready before every lesson. If a student attends class without:

• Their guide book
• Their worksheets
• Their previous corrections

Then:
? The lesson flow is disrupted
? Learning becomes disconnected
? Progress slows down
? Exam confidence drops

My guide book is the same proven method that has helped many students in Singapore score:
? Distinction for Grade 5
? Distinction for Grade 8
? Pass & Merit for Diploma Music Theory

These methods cannot be found in normal bookstores, and they are continuously refined based on real exam trends.

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? 3. Regular Weekly Attendance Is the Key to Long-Term Exam Success

Many parents ask:

“Teacher, can my child skip a few lessons and still catch up later?”

My honest answer is:
Music theory cannot be learned by rushing.
It is not like memorising spelling words. Music theory is a logical chain of concepts.

? Why Regular Attendance Is Critical:

For:

• Grades 1 to 5
• Grades 6 to 8

The full course duration is approximately one year, and every topic is connected:

Intervals ? Scales ? Keys ? Chords ? Cadences ? Harmony ? Modulation ? Composition ? Analysis

If a student:
? Misses one week
? Misses two weeks
? Keeps postponing lessons

Then the chain breaks, and confusion accumulates.

? Weekly Online Attendance Gives Students:

• Consistent exposure to new concepts
• Regular reinforcement through classwork
• Continuous homework supervision
• Strong exam discipline
• No last-minute panic before exams

Students who attend regularly become:
? Faster in answering
? More confident in composition
? More accurate in analysis
? More stable under exam pressure

In contrast, students who skip often will struggle especially in:

• Grade 6–8 composition
• Modulation
• Trio sonata filling
• Melody writing
• Music analysis

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? Why Online Music Theory Lessons in Singapore Are Now More Effective Than Physical Classes

Many parents used to believe:

“Physical class is always better than online.”

Today, after years of successful Zoom teaching, I can confidently say:

? Online lessons allow screen-based marking of real exam scripts
? Students receive instant visual correction
? Lessons are recorded for revision
? No travelling time
? No distractions from other classmates
? Maximum one-to-one focus

This is why many of my students from all over Singapore — and even overseas — are now choosing online music theory lessons with Teacher Jenny and achieving outstanding exam results.

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? Final Words from Teacher Jenny

If you truly want to excel in your music theory exam through Zoom, remember these three golden rules:

1?? Always use the Zoom annotation button actively
2?? Prepare your guide book and worksheets properly
3?? Attend lessons consistently every week without skipping

Online learning is not weaker — it is only weaker if the student is passive. With the right method, online music theory lessons can be even more powerful than traditional classroom lessons.

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? Looking for Music Theory Lessons in Singapore?

If you are searching for:

• Music theory lessons Singapore
• Grade 5 / Grade 8 music theory coach
• Online AMusTCL / Diploma music theory training
• Shortcut methods for music theory composition

You are most welcome to visit my website:
? www.wowpianowow.com

Or message me whatsapp 98256286 directly for trial lessons

#MusicTheoryLessons

Preparing for the ARSM Diploma Piano Exam can feel like climbing a mountain — but what if the journey could be smoother, more enjoyable, and just as rewarding?

In this article, I’ll share the top three easiest pieces for the ARSM diploma exam, featuring my student Siling Low’s outstanding recording. These pieces are not only exam-friendly but also musically satisfying, giving students a chance to shine without unnecessary stress.

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? 1. Bach Prelude and Fugue in D Major, BWV 850

The Bach Prelude and Fugue in D Major (BWV 850) is a fantastic choice for the Baroque segment of the ARSM diploma piano exam repertoire.

The Prelude is short, lively, and full of sparkle — perfect for warming up your fingers at the start of a recital. The left hand plays only light staccato quavers (one per beat), so students can focus their attention on shaping the right-hand melody beautifully. To score well, remember to shape the melodic lines with natural crescendos and diminuendos, following the contour of the melody. Highlight sequences and use a palette of tone colours (mp ? mf ? f) to bring the lines to life. Students are advised to avoid pressing too hard at the loud passages because the character of this piece is meant to be light hearted and joyful. To play this piece with good finger work, we help students to write down the fingering in detail especially those finger turning parts and also analyse the harmony progression so that the students are able to position at the right chords accurately and quickly. The same techniques are used for Fugue also.

The Fugue in this set is also delightfully approachable. With only two to three voices, its texture is transparent — unlike other Bach fugues where the subject is buried in four parts. Each return of the subject stands out clearly, allowing students to emphasize it easily and demonstrate strong understanding of contrapuntal texture. ARSM diploma piano examiner has advised us to add small amount of pedalling to the repeating block chords to avoid choppy harmony, the wavy melodic shapes require more singable tone to project the lyrical character of this Fugue.

In short: this piece is both elegant and manageable — a perfect opener for the ARSM diploma recording.

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? 2. Beethoven Sonata in E Minor, Op. 90 No. 27

Moving on to the Classical period, the Beethoven Sonata in E Minor, Op. 90 is a dream choice for diploma candidates.

Why? Because it’s only two movements long, compared to Beethoven’s typical three-movement sonatas! This makes it a time-saving and technically manageable choice, while still offering enough musical depth to impress ARSM piano examiners.

The first movement challenges students to control dynamic contrast and maintain clear finger articulation — skills that build excellent Classical technique. The second movement, however, is where many students fall in love. It’s a Rondo-Sonata form, full of lyrical charm and heartfelt emotion. The main theme keeps returning after each contrasting episode, making the structure easy to memorize. We help students to perfect the loud, fast moving chordal passages by analysing the chord progressions, and appropriate fingering to position the hand’s shape according to the chords, the gradation of tone such as ‘p-mp-mp-mf to f’ help to smoothen up those chordal passages. Other than that, following the melodic directions with the shoulder and arms movements are useful tips to produce these challenging passages with beautiful singing tone.

Its romantic and singing melody allows students to showcase expressiveness, tone control, and phrasing — all essential elements that examiners reward highly.

And since ARSM diploma piano exam recordings have a time limit, this two-movement work gives students more room to include another favourite Romantic piece in their 30-minute programme.

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? 3. Brahms Intermezzo – The Romantic Touch

For her final piece, Siling chose a Brahms Intermezzo — a tender, introspective work that beautifully completes the Baroque-Classical-Romantic trio. This is also an all time favourite among all the ARSM diploma piano students.

After the technical precision of Beethoven, this Brahms piece offers a moment of relaxation. It’s written in ternary (ABA) form, so the first and last sections are almost identical — making it quick to learn and memorize.

The tempo is slow and flexible, allowing students to apply rubato and explore expressive freedom. Since the textures are thick but not overly complex, players can focus on tone balance and emotional depth rather than pure finger technique.

I often tell my students: this piece is like a “musical sigh” — calm, expressive, and the perfect way to conclude an ARSM diploma piano recording. Brahms wrote many big block chords in this Intermezzo, the chords require rich, warm tone which is required in German composer’s work, students are advice to position the fingers at the right place before striking the chords as each chord consists of 4 to 5 notes, the hand shape has to be changed and position accurately for each of the block chords.

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? Why These Three Pieces Work So Well Together

Choosing Bach–Beethoven–Brahms creates a well-balanced programme that represents three musical eras — a key requirement for diploma success.

Some students worry that selecting “easy” pieces might cause examiners to lower their marks. But that’s a myth! As long as the repertoire is officially listed in the ARSM diploma piano syllabus and demonstrates contrasting styles, the examiner will not penalize the candidate for choosing technically lighter works.

In fact, playing easier pieces beautifully often leads to a higher musical mark — because candidates can focus on artistry, phrasing, and expressive control rather than struggling with over-difficult passages.

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? Final Thoughts: Smart Choices Lead to Confident Playing

Siling’s ARSM diploma recording is a great example of how smart repertoire selection leads to success. Her programme — Bach BWV 850, Beethoven Op. 90, and Brahms Intermezzo — is musically balanced, emotionally engaging, and achievable for many intermediate-to-advanced pianists.

If you’re planning to take your ARSM Diploma Piano Exam, you don’t need to fear complex virtuosic pieces. What matters most is clarity, tone control, and emotional connection — the true signs of mature musicianship.

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? Join My ARSM Diploma Piano Course

In my ARSM Diploma Piano Course, I’ll help you:

• Select the best-fit repertoire to match your strengths.
• Develop clear phrasing, expressive tone, and confident stage presence.
• Record your exam video professionally with guidance on lighting, camera angles, and sound balance.
• Understand examiner expectations and interpretive tips for each musical era.

Whether you’re preparing your first diploma or returning after a long break, this course will give you the structure and support you need to pass with confidence.

? Location: Singapore. 5, Dedap Link S809550
? Visit: www.wowpianowow.com
? Contact Jenny Soh for inquiries and registration, whatsapp 98256286

It is my great honour to congratulate my music theory student, who has passed his Grade 8 Music Theory exam in 2025 with merit results and has gone on to compose an original Chinese pop song titled Bu Fang Shou

Icen’s success story is a wonderful example of how strong music theory training can directly enhance creative composition skills. After mastering advanced topics such as form, cadences, imitation, sequences, and modulation in my music theory lessons in Singapore, Ricky applied everything he learned to craft a song that showcases both pop appeal and classical structural balance.

Icen has completed music theory  grades 6 to 8 within one year and passed Grade 8 music theory exam in 2025 directly with merit. There after he continue to apply our effective music theory method in his songwriting experiment and emerged to be a good song writing composer who produced numerous of pop and rock music.

This song is one of his successful work that has been used in a music MV where it features Icen as a rock guitarist, his music enhance the excitement in the story line in this MV and build up the climax with full texture of counterpart writing. It received many positive comments and impressed the audience successfully with its exciting story line and excellent band performance.

Music Structure Analysis of ?????

Icen’s composition demonstrates a clear ternary form (ABA) — exactly the kind of structural awareness we cultivate in my Grade 8 and Diploma music theory classes.

• Section A: The piece opens with a main theme built on two simple, memorable phrases. The rhythm is clear and engaging, making it instantly recognizable to listeners.
• Section B: The middle section introduces imitation of the main theme and develops it using sequence writing and dynamic contrast. The music builds tension through rhythmic complexity and crescendo, reaching an emotional climax at the centre of the song.
• Return of A: After a brief pause, the opening theme returns — a satisfying resolution that follows proper cadential closure and demonstrates solid understanding of theory-based phrase structure.

This elegant design proves how knowledge of classical form and harmonic function can elevate modern songwriting.

From Theory to Practice — A Real-World Application

What makes Icen’s achievement even more inspiring is that his composition was selected and produced into a professional MV by a music producer. In the music video, Icen himself appears as the handsome guitarist, performing his own work — a proud moment for any teacher!

The excitement and musical energy of the song are enhanced by his careful control of melodic imitation, sequencing, and dynamic shaping, all of which stem directly from the music theory principles we covered in class.

Why Learn Music Theory in Singapore with Jenny Soh Music Studio?

At Jenny Soh Music Studio (WowPianoWow.com), my mission is to help every student go beyond exam results and truly apply music theory in real-life composition and performance. Students learn not just how to analyse or pass exams, but how to think like a composer — just like Icen did.

If you are preparing for ABRSM Grade 8 Music Theory, Trinity Theory, or AmusTCL Diploma Theory, my lessons provide:

• In-depth guidance on form, harmony, and melody writing
• Practical applications to composition and arrangement
• Visual and point-form explanations that make complex topics easy to grasp
• Proven track record of students achieving distinctions and creating original works

Congratulations Once Again to Icen!

Your journey from Grade 8 Music Theory to professional songwriting is an inspiration to all aspiring musicians. It is deeply rewarding to see how music theory knowledge can empower creativity and bring musical ideas to life.

Interested in learning how to apply music theory creatively?
Join Jenny Soh’s Music Theory Lessons in Singapore — where analytical understanding meets musical artistry.

Visit www.wowpianowow.com to enrol today! Whatsapp 98256286