Current Status
Not Enrolled
Get Started

Welcome to Artist In Residence Grade 3

Paul Hose LTCL, LRSL – Author, Drummer, Teacher and Examiner. Co-founder of Abbey Road Music and CEO of MLC Academy.

Empowering members of society to assist in the realisation of their musical ambitions has been at the forefront of Paul’s career since 1992. He has worked within the arts and education as an author, professional musician and teacher. His percussion method books are published worldwide; Paul is an Arts Award Adviser for Trinity College London – supporting and assessing young people through a creative pathway; and having become a Licentiate of both RSL Awards and Trinity College London, Hose now a Music Examiner – a role that sees him assess the progress of musicians throughout the world. 

Paul is the founder of MLC Academy – a music school based in the UK, France and Italy – which prides itself on enriching its students and teachers through developed curricula which includes several formal and informal pathways whether for personal or professional gain. 

He has consistently advocated within the music industry that collaboration, sharing ideas, taking part in research together with heightened public awareness can cyclically benefit society at large, music participants, practitioners and manufacturers alike. 

Read more about Paul and his work here.

Artist in Residence (A.I.R.)

Artist in Residence (A.I.R.) is a curriculum level support programme developed by Paul. Its aim is to assist heads of department, teachers and students of independent music schools by providing a structured framework culminating in the students being able to sit grade exams.

A.I.R. caters for players of all levels by offering QCF qualifications from Level 1 – 6 and for teachers by offering QCF qualifications from level 4 – 6 – all of which are recognised in over 60 countries.

Paul Hose and his team, like many others, subscribe to the opinion; education first, testing second. That is to say: gaining the tools, techniques and the experience is paramount. Qualifications play an extremely important part in today’s society but they are not for every learner. Sitting an exam should be optional, perhaps preferred but not compulsory. The enjoyment of participating in an art form should be the foremost concern for both teacher and student.

A.I.R. is written in conjunction with both the school and the teachers alike. It encourages and welcomes the creativity and input of the teachers. It also helps provide standardisation in an often highly individualistic and insular industry.

The course is delivered in the classroom or studio by the teacher and the website ought to be used as a pathway from which teachers can plan and deliver lessons whilst giving students and parents a framework that guides them through paced practice and self evaluation.

Aims & Broad Objectives

The aim of popular music performance courses and qualifications is to provide a flexible, progressive mastery approach to the knowledge, skills and understanding required for popular music performance. Graded qualifications motivate and encourage both students and candidates alike of all ages and levels through a system of progressive mastery, enabling candidates to develop and enhance skills, knowledge and understanding in a safe and consistent way. The courses and qualifications are beneficial for students and candidates wishing to progress at their own pace through smaller steps of achievement.

These qualifications are suitable for candidates in the Under 16, 16+, 16–18, 19+ age groups.

What’s new!

Meet Paolo! In an effort to help you understand the fundamental principles of A.I.R., I have asked a colleague of mine to produce an informative video for your consideration.

Your attention is also drawn to this phrase: total qualification time. You will see this phrase a lot through this course. It is divided into two parts;

  1. Guided learning hours – the time typically spent being taught or supervised, rather than studying alone. Therefore, the amount of suggested time each topic should take with your teacher;
  2. Practice time – Total qualification time minus guided learning hours!

As you can see, the onus is on you! A.I.R. works best when Bloom’s taxonomy is implemented.


  1. Remember – recollection of facts and concepts. This requires practice;
  2. Understand – discuss your findings in an open forum with your teacher. Identify fundamental concepts within pieces of music that you are studying, recognise patterns within music theory, translate and transpose those fundamentals to key elements of your studies;
  3. Apply – use this information in new pieces. Can it expedite the learning process?
  4. Analyse – Relate your findings to an abundance of artists and pieces; identify differences; distinguish key factors;
  5. Evaluate – Justify your choices. Evaluate your progression with your teacher constantly referring to the published descriptors;
  6. Create – Produce your own original work – compositions, development and improvisation;

Pathway to success

Use this framework, access the multimedia provided (podcasts, videos etc), apply Bloom’s taxonomy to the total qualification time and you should never run out of items to both study and practice. 

Understand – Apply – Analyse

These elements alone should take a lifetime!


The course timetable is published on the website – which is set to release topics on the dates shown. This process is designed to guide your expectations by helping you understand how much time is required for each area of study.  

Visits to your school

  • October – course overview and Q&A session;
  • February – band performance session and peer group evaluation;
  • May – Elements of the exam discussed;
Scroll to Top