“The diagrams and explanations were really helpful and I got a distinction.”
S (age 9), Wilts
“This book’s fantastic! As well as helping with Grade 5 theory it’s explained so many things for A-level music.”
N (age 18), Berks
“Having been afraid of Grade 5 theory for 20 years, this book finally gave me the help I needed and I passed the exam with distinction!”
Mrs F, Essex
“I really like Mrs Dingle’s theory book – it explains things in a way I can understand.”
H (age 12), Hants
“I wish this had been available when my two older children needed to pass grade 5 theory – it’s been wonderful for my younger daughter”
Mrs K, Berks
Review by Paul Dowbekin in the MMA Journal Ensemble pub. 2008
Grade 5 Theory is one of those things that just won’t go away. I know that I begin each academic year with a subconscious dread of making a start on the inevitable theory sessions. Some pupils take to it like a duck to water and they can be a real joy to teach. They absorb the intricacies of the subject, beginning to understand why the music they play is written like it is, beginning to see why some pieces feel better than others. Yes, a real joy! But they are the exception. For most children, Grade 5 Theory conjures up a mixture of incomprehension and boredom in equal measure. To get them through it I find myself looking for all sorts of ways or sugaring the pill – finding ingenious examples of enharmonic changes, finding all the Ic-V-I progressions in their pieces. And then starting all over again next year, because I can’t quite find the sheets I used last year, although I know they are on my desk somewhere… .
I know that there are many publications already available, from the Associated Board themselves as well as from other sources, so do we need another? Why not just grit our teeth and carry on as before? Well, I have used Dorothy Dingle’s book for two sessions now, and I really recommend that you consider it.
Review by Frances Taylor in Music Teacher Magazine pub. February 2008
“Music Theory is a subject which seems to engender strong feelings a bit like Marmite – you either love it or hate it. On the whole music pupils tend to view theory as a bit of a chore, something which is necessary but not quite so much fun as the practical music making. Unfortunately you can only get so far without some serious theoretical knowledge and as a self confessed lover of theory I am delighted to see a new publication to lighten the burden that we theory teachers face.
Pass Grade 5 Theory is both comprehensive and innovative. It covers all of the knowledge required to pass the ABRSM Grade 5 Theory exam, although its author, Dorothy Dingle, does not write under the auspices of this examining board. Rather she is a music teacher working in schools and dealing with the very practical issue of having to get pupils through the Grade 5 Theory exam at short notice so that they can continue with higher grade practical exams on various instruments, as well as providing the more in-depth theory knowledge required for GCSE Music, A-level Music or A-level Music Technology.
Dingle’s book began as a series of explanatory leaflets and worksheets prepared for Years 6-8 in the schools in which she teaches and this is one of the great strengths of her fully developed scheme of work which makes up this book. It becomes immediately apparent that Dingle understands her subject thoroughly and how to make it both accessible and understood. I suspect that this is a result in part of going through the process of teaching her material, allowing Dingle the opportunity to craft and refine her work until it evolved into the final book.
Review by Angela Fogg in the European Piano Teachers Association Journal Issue 90 2010
The ABRSM Grade 5 Theory Exam can be a thorny problem for some students, making theory a chore rather than a pleasure. Dorothy Dingle’s Pass Grade 5 Theory takes the misery away with clear instructions and explanations and a light-hearted touch. Starting with Pitch in Unit 1, she works her way methodically through all the topics with plenty of worksheets and exercises to practise on. General Facts ‘TO LEARN’ are highlighted with a splash sign, points to NOTICE have a wavy sign and any hints to REMEMBER previously learned facts are in a bubble. The text is spaciously laid out with room to write your own notes and comments, and the worksheets have been honed on many a student guinea pig prior to publication. The final unit, number 13, has all you need to know for the General Exercise questions: information on Instruments of the Orchestra, Ornaments and an extensive list of Terms and Performance Directions. An excellent publication which could be used for students starting from scratch on their theory studies or for someone wanting to revise work already covered and looking for more examples to work on. It’s all you’ll ever need!