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Award Structure and Content
Wesseling Awards contain five levels of Braille music proficiency.
Levels One, Two, and Three acknowledge the skills required for Braille readers to learn, read, and perform music from a Braille score. Level One requires basic Braille music knowledge and elementary musical skills. These are gradually extended over Levels Two and Three to incorporate Braille understanding and skills necessary for advanced/ confident and competent musicianship.
For many Braille readers, Levels One, Two, and Three will satisfy their musical needs. However, for those who wish to extend their skills further, Levels Four and Five are encouraged. Levels Four and Five incorporate Braille music knowledge and skills required for advanced music study, as well as the ability to teach Braille music effectively.
To gain a Lisette Wesseling Award at any level, candidates undergo a series of tasks designed to assess Braille music related skills. These include touch reading, memorisation, Braille writing, dictation, verbal description, demonstration and study skills. You can find more information about criteria and grading for assessment tasks here.
The specific content and assessment tasks for each level are detailed in the following sections:
Level 1
Content
Level One assesses basic Braille music competence and provides encouragement to continue learning. The inclusion (or exclusion) of signs at this level is guided by pedagogical principles. Therefore, signs which constitute higher levels of musical understanding are omitted.
Level One encompasses:
- All pitch names as semibreves, minims, crotchets, quavers
- Time signatures: 2/4, 4/4, 3/4, 3/8
- Rhythm: rhythmic durations that need to be understood are semibreves, minims, crotchets, quavers, and semiquavers. Dotted notes are only inlcuded where they represent a full bar in 3/4 and 3/8.
- Accidentals: Sharp and flat
- Key signatures of up to one sharp or flat
- Octave marks 3rd, 4th, 5th
- Format: single line, including bar-lines, and double bar-line
Assessment tasks
Level One assesses the ability to use Braille music in a practical context through touch-reading and memorisation skills.
- Touch reading:
Candidates will demonstrate a working knowledge of Braille music by reading and performing three short passages of music “in the moment”. The passages of Braille will contain rhythmic or melodic content, but not a combination of both. A few moments to assimilate the musical information prior to performing each excerpt will be provided, though this will not be long enough to learn and memorise the material.
- Rhythm: two rhythmic passages of four to eight bars in length. One will be presented in duple metre and one in triple.
- Tonal: one melodic passage of four to eight bars in length. The passage will be presented without rhythm (e.g. all crotchets) and will incorporate some octave marks. Candidates can perform the passage on an instrument or sing it to ‘la’ or another suitable syllable.
- 2. Memorisation:
Candidates will demonstrate the ability to read, comprehend, memorise, and perform a short excerpt of Braille music. Candidates will be allowed a reasonable period of time to read, comprehend and memorise the passage prior to performing it (approximately 5 minutes). Candidates can perform the passage on an instrument or sing it to ‘la’ or another suitable syllable. If a candidate chooses to sing the passage, the starting note can be provided. The passage will be:
- Four bars in length
- Incorporate both rhythmic and melodic elements
- Presented in single melodic line format
Level One assessment will take approximately 15 minutes to complete.
Exemplars
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Downloads
Level 2
Content
Level Two includes all Level One signs plus the additions listed below. Rhythmic content becomes more complicated and the skill of writing music in Braille is introduced.
Braille Music Signs added at level Two:
- Time signatures: 6/8
- Rhythm:
- Dotted crotchet, quaver patterns in 2/4, 3/4, 4/4,
- Crotchet, quaver patterns in 3/8 and 6/8,
- Dotted quaver, semiquaver patterns in all metres
- Basic syncopation (e.g. quaver, dotted crotchet in 2/4 and 4/4, quaver, crotchet in 3/8 or 6/8, and the inclusion of ties).
- Rests: quaver, crotchet, minim, semibreve
- Grouping of semiquavers
- Tie sign
- Accidentals: natural
- Key signatures of up to three sharps or flats
- Metronome marks
- Octave marks: all
- Articulation: staccato and slur signs
- Braille Repeats: full and part-bar repeat, forward and backward repeats
- Word signs: f, p, cresc, decresc
Assessment tasks
Level Two assessment mimics the structure of the Level One assessment with the addition of Braille writing. Braille writing in this context is described as the ability to write music symbols as directed. It is not to be confused with melodic or rhythmic dictation.
1. Touch reading
Candidates will demonstrate a working knowledge of Braille music by reading and performing three short passages of music “in the moment”. A few moments to assimilate the musical information prior to performing each excerpt will be provided, though this will not be long enough to learn and memorize the material.
- Rhythm: two short rhythmic passages of four to eight bars in length. One will be presented in duple metre and one in triple metre.
- Tonal: one melodic passage, four to eight bars in length, which incorporates simple rhythmic features and octave marks. Candidates can perform the passage on an instrument or sing it to ‘la’, another suitable syllable, or pitch names.
2. Memorisation
Candidates will demonstrate the ability to read, comprehend, memorise, and perform a short excerpt of Braille music. Candidates will be allowed a reasonable period of time to read, comprehend and memorise the passage prior to performing it (approximately 5 minutes). Candidates can perform the passage on an instrument or sing it to ‘la’ or another suitable syllable. If a candidate chooses to sing the passage, the starting note can be provided. The passage will be:
- Four bars in length,
- Incorporate both rhythmic and melodic elements
- Presented in single melodic line format
3. Braille music writing
Candidates will demonstrate an ability to Braille musical symbols on a device of their choice. A short Braille music excerpt will be verbalised by an assessor (e.g. 4th octave G crotchet followed by F crotchet etc.) and the candidate will Braille it using six-key entry. The excerpt of music may contain any of the Braille symbols listed in Levels One and Two.
Please note, this assessment is designed to demonstrate a functional ability to Braille music symbols as directed, rather than the musical skill of aurally identifying and notating musical content.
Level Two assessment will take approximately 20 minutes to complete.
Exemplars
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Downloads
Level 3
Content
Level Three incorporates a wide range of skills reflected in a person’s ability to read, write, comprehend, perform, and describe music from a Braille score. Candidates will demonstrate the ability to use Braille in a functional, musical way with the inclusion of music dictation and verbal description in the assessment. Level Three includes all previous signs plus the additions listed below:
- Time signatures: all regular time signatures plus some common irregular ones: e.g. 5/4 7/8
- Rhythm: add triplets and upbeats (anacrusis)
- Triplet sign
- Key Signatures: up to four sharps or flats
- Intervals: all intervals
- Articulation: accent, tenuto, long and short grace note (appoggiatura and acciaccatura), pause sign (above or below a note)
- Phrasing: open and close phrase marks (used in instrumental music)
- Vocal: word repeat signs, syllabic slur, open and close slur signs
- Braille Repeats: light double-bar, first and second endings
- Basic print music knowledge: an understanding that staves are used with treble and bass clefs, that notes sit on lines and in spaces, that middle C is 4th octave C
- Braille formats: knowledge/understanding of single line, vocal, and piano format (including right and left hand signs).
Assessment tasks
Candidates will demonstrate the ability to use Braille in a functional, musical way with the inclusion of music dictation and verbal description in the assessment. Four assessment tasks are included at Level Three. Touch-reading and memorisation are retained, however, Braille writing is replaced with rhythmic and melodic dictation. In addition, the ability to accurately describe information contained in a Braille score is introduced. This is an important feature for candidates working toward music theory exams.
1. Touch-reading
Candidates will demonstrate a working knowledge of Braille music by reading and performing three extended passages of music “in the moment”. A few moments to assimilate the musical information prior to performing each excerpt will be provided, though this will not be long enough to learn and memorise the material.
- Rhythm: two rhythmic passages of extended length requiring the ability to comprehend and recognize a rhythmic pattern when repeated.
- Tonal: one melodic passage, eight bars in length, which incorporates rhythmic features and octave marks. Candidates can perform the passage on an instrument or sing it to ‘la’ or another suitable syllable.
2. Memorisation
Candidates will demonstrate the ability to read, comprehend, memorise, and perform a short excerpt of Braille music. Candidates will be allowed a reasonable period of time to read, comprehend and memorise the passage prior to performing it (approximately 10 minutes). Candidates can perform the passage on an instrument or sing it to ‘la’ or another suitable syllable. If a candidate chooses to sing the passage, the starting note can be provided. The passage will be:
- Suited to the candidate’s preferred instrument or vocal range
- Approximately six to eight bars in length
- Incorporate both rhythmic and melodic elements
- Presented in single melodic line format
- Will include some performance nuances and dynamic markings
3. Dictation
Candidates will demonstrate the ability to comprehend and notate simple passages of music via dictation. An assessor will perform two short passages containing rhythmic or melodic content and the candidate will Braille it using six-key entry on a device of their choice.
- The rhythm passage will be four bars in length and can be Brailled on any note the candidate chooses (e.g. all Brailled on C)
- The melodic passage will be four bars in length and will be performed on a given rhythm pattern
- Both passages will be performed as follows:
- Whole piece
- Bars 1 and 2
- Repeat bars 1 and 2
- Bars 3 and 4
- Repeat bars 3 and 4
- Whole piece
4. Verbal description
Candidates will demonstrate the ability to read and verbalise an excerpt of Braille music. Candidates will be provided with an eight bar excerpt of single line Braille music (which will include intervals). The candidate is expected to name all signs in the order they are encountered as if they are proof-reading the material. During this process the assessor may ask questions about the melodic direction of notes, for example, “do we go up or down to F?”, clarification regarding understanding of intervals, for example, “what is the other note contained in the interval?”, and basic print notation equivalents, for example, “would this passage be written on a staff with a treble clef or bass clef?” Questions will only be asked that relate to information contained within Level Three requirements.
In addition, a second sample of music will be presented to the candidate and they will be asked to identify if the sample is formatted for piano, vocal, or single line instrument.
Level Three assessment will take approximately 45 minutes to complete.
Exemplars
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Downloads
Level 4
Content
Level Four acknowledges the practical application of Braille music skills required for advanced performance and senior music exams (late high-school and/or university studies). Level Four places a strong focus on well-developed assimilation and memorization skills along with a broad understanding of performance nuances and alternative formats. Candidates are expected to identify and understand common instrument specific signs in addition to those of their primary instrument. Level Four includes all previous signs and the additions listed below:
- Instrument specific signs: Piano: fingering, pedal marks, Organ: pedal, Strings: up and down bow, Wind: full breath mark
- Doubling of signs
- In-accord and part-bar in-accord signs
- Common ornaments: trill, upper and lower mordents, turn (basic turn above or below a note), arpeggio (across one staff)
- Chord symbols: major, minor, numbered chords e.g. 7th, diminished and half diminished
- Clef signs: treble, alto, tenor, bass
- Coda and Segno sign
- Increased knowledge of basic print format/symbols: to be able to describe which line or space a note sits on and the function of beaming in print music
- Formats: SATB and ensemble formats in Braille
Assessment tasks
Level Four assessment extends memorization skills to include structural cues within longer passages of music, retains the verbal description element established in Level Three, and introduces a brief demonstration task.
1. Memorisation
Candidates will demonstrate the ability to read, assimilate, memorise and perform a longer passage of Braille music than previously required. The passage may include structural cues such as light double bar signs, repeated phrases, use of form (e.g. ternary form) and repeat marks to support the memorisation process. The focus of the assessment remains on a candidate’s ability to assimilate and apply musical information from a Braille score rather than their performance standard. Candidates will be allowed up to 30 minutes to prepare the passage prior to presenting it. The passage will be:
- Suited to the candidate’s preferred instrument or vocal range
- Approximately 16 – 24 bars in length
- Include repeated material and structural cues to aid memorization
NB. The candidate will be permitted to keep the score with them and refer to it if necessary. However, it is not to be used for extensive touch reading during their performance. This assessment provides an opportunity for candidates to demonstrate advanced memorisation strategies. The ability to perform without referring to the score will strengthen their presentation.
2. Demonstration
Candidates will demonstrate their knowledge and understanding of common instrument signs and performance nuances contained within a short excerpt of music. The assessor will direct candidates to specific signs (e.g. bar 3 beat 2) for demonstration. Perfect performance is not demanded, but rather the ability to name the sign accompanied by an attempt to demonstrate physically, instrumentally, or vocally what the sign means and how it would be performed. For example, a candidate might name and then physically demonstrate how an up-bow or breath mark would be applied, or might sing or play an ornament as directed.
3. Verbal Description
Candidates will demonstrate the ability to read and verbalise a hard-copy sample of SATB or ensemble music. Candidates are expected to name all signs in the order they are encountered as if they are proof-reading the material. During this process the assessor may ask questions related to theory concepts. For example they may ask about structural cues; what does this sign mean? Where do you go to in the music from this point? The questions will not be designed to ‘trick’ the candidate but rather to provide an opportunity to convey that they understand the musical concept contained within the score.
Exemplars
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Downloads
Level 5
Content
Level Five is the ultimate Braille music award. The holder of a Level Five award demonstrates a working knowledge and understanding of all the signs and formats contained in previous levels as well as strong communication skills. The breadth and depth of Braille music understanding demonstrated at Level Five, suggests the holder has the skills necessary to pursue career opportunities which rely (in part) on Braille music. Level Five includes:
- A range of music formats: single line, vocal, piano, SATB, ensemble
- Clear understanding of the order of signs
- The ability to navigate through a large score to identify specific musical features.
- Good communication skills suitable for copy holding, proof reading, and/or teaching
- Information referencing: knowing where or how to access information for unusual signs or formats.
- Ability to function in a range of communication settings e.g. in person or via technology
Assessment tasks
Level Five assessment contains two tasks designed to demonstrate knowledge and understanding of Braille music and the ability to communicate effectively. Verbal description is retained and a study and proof task is introduced. Each task will contain a score in a different format (e.g. SATB, ensemble, piano, vocal) and each score will include some unusual signs. Candidates will need to determine the meaning of any unusual signs (if not already known) and convey this accurately to the assessor. A referencing tool is permitted in the study and proof section.
1. Verbal Description
Candidates will demonstrate ability to navigate through a hard-copy Braille score and verbally describe sections of it. Candidates may be directed to one specific section of the score, using and describing structural cues as they navigate through the score. Candidates are expected to name all signs in the order they are encountered as if they are proof-reading the material. During this process, the assessor may ask questions related to theory concepts and unusual signs. Candidates are not expected to know all possible Braille music signs, but rather, to make a musically informed suggestion as to what a sign might represent and to communicate where and how they might ascertain its meaning. Of most significance is a candidate’s ability to communicate clearly.
2. Study and Proof
Candidates will demonstrate their ability to study a Braille score independently and communicate their knowledge of the score thereafter. This assessment will be in a discussion format. A hard-copy score will be provided and will contain five errors. Candidates must identify a minimum of four errors and convey these accurately so they can be corrected. For example, they may choose to mark on the Braille score and describe where or how to locate the error either verbally or in written form. Candidates will be allowed up to 30 minutes to study the score and make notes.
Previous knowledge of the piece will not be required in order to identify the errors contained within it. Deliberate errors will be clearly incorrect or will be such that they create ambiguity or raise a question in the candidates mind. For example, missing octave marks at the start of a bar or line, or following a word sign letter or expression, tie sign between notes of different pitch, obvious rhythmic errors.
Exemplars
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