A pioneering music examination in Sikh sacred music, believed to be the first of its kind, has been launched in the UK, marking an important step in diversifying music education.
Introduced by the Music Teachers’ Board (MTB), this examination will integrate Kirtan into the universal eighth-grade examination system. The initiative was spearheaded by Dr Harjinder Lallie, co-director of the Gurmat Sangeet Academy in Birmingham.
Speaking to Asian Voice about the launch of this initiative, Harjinder said, “I was inspired to create this exam after 26 years of teaching music. Throughout that time, I've witnessed countless children invest significant time, energy, and enthusiasm into learning music, yet they often struggle to have their efforts recognised. Meanwhile, their peers studying instruments like the violin, piano, or guitar receive recognition through exams. I aimed to provide our students with the same opportunities for acknowledgement.”
“Additionally, I wanted to elevate our music on the global stage; once an exam is established, it gains visibility, leading to broader recognition. Finally, I sought to provide tutors with a structured framework to teach. Previously, tutors had the freedom to teach without a clear end goal. Now, they can prepare students for the exam and proudly share their success stories, fostering a sense of accomplishment for both themselves and their students”, he added.
Harjinder emphasised about the challenges that he has faced while setting up the music examination. He said, “The first challenge I encountered was the lack of interest from exam boards in supporting the new exam. Without an established exam board, we couldn't have the necessary authority to validate the certificates, as I couldn't just create my own. After approaching several boards—without naming them—I found none willing to support our initiative until we connected with the Music Teachers' Board (MTB). They immediately recognised the importance of our proposal, especially regarding diversity, equality, and the acknowledgment of ethnomusicology.”
“Another significant hurdle was the disagreement among teachers about the exam's content. Each teacher had different ideas, and it required considerable diplomacy and tact to bring them together. Educating tutors about the examination system was essential, as many were unfamiliar with such a structure. Thankfully, we have since managed to overcome these obstacles and reach a consensus,” he added.
Harjinder believes this initiative will significantly contribute to preserving the tradition for several reasons. He said, “Firstly, as students progress through school, they will be motivated to study this music to earn UCAS points for their university applications, enhancing their prospects. They’ve observed the recognition their peers receive for similar achievements, which will encourage their engagement and practice. Beyond academic benefits, this endeavour fosters spiritual growth and mental well-being, enriching students’ lives. Additionally, like sports, music instils discipline; it requires daily practice, focus, and commitment. This structure will cultivate valuable life skills in our children.”
Speaking about the long term goals for the GSA and expanding the music examination globally, he said, “The exam is already international, allowing anyone, anywhere in the world to participate and receive the recognition it offers. The primary difference lies in countries that do not have UCAS, but we are eager to expand our reach. We have begun developing a tabla curriculum, with plans to launch it in January or February. There is a significant amount of work underway to broaden our offerings in other areas as well.”
