College Discussion - View Single Post - So You Want To Be Music Major

BassDad · 11-07-2006, 03:37 PM

Musical word of the interval: Arpeggio - an Italian word meaning "in the manner of a harp." It describes a manner of playing a chord in which the notes are are played in succession from bottom to top or top to bottom rather than all at the same time. Along with scales, arpeggios are one of the fundamental building blocks of musical technique. Almost all schools list scales and arpeggios as required elements of the audition, but only a few actually ask to hear them.

Now that we have done some research, it is time to get a first-hand look at some teachers and schools with

Installment #5, On the Road

Some students are content to choose a school based entirely on the recommendations of friends, teachers and college guidebooks and the information presented on school web sites. These are all valuable sources of information but, given the amount of time and money involved in the outcome, there is no better way to judge that elusive quality known as "fit" than a physical, first-person, shoe-leather-on-pavement, face-to-face, honest-to-goodness, old-fashioned visit. This may prove impossible for financial or logistical reasons, but seeing the place yourself provides important information that you can get in no other way. As usual, there are some specifics that concern music majors which I hope to explain here.

Ideally, a visit should include as much as possible of the following: a sample lesson with the applicable faculty members, a department recital featuring your child's major instrument, a rehearsal of one or more ensembles (possibly with your child sitting in and playing along if they are ready to do so), a performance by one or more ensembles, a first-year class in music theory or music history, a chat with the admissions office and possibly the financial aid office, the standard tours of the college and music department, some time spent wandering around on your own and talking to current students (especially useful if they study with the teacher in whom you are interested), a meal at the school cafeteria, an overnight stay in the dorms, a student-run event, and a drive around the surrounding area. That is enough for a very busy couple of days, so don't feel bad if you can't get all of it done. Parents are allowed to be there for the concerts, the financial aid chat, the standard tours and the driving around part, but it is best to leave the rest of it up to your son or daughter. Definitely schedule the visit when school is in session.

Before the visit: The school web site is a great place to start. Chances are, you will be able to find performance dates and contact information for teachers, the admissions office and the financial aid office. If you cannot find an email address or phone number for the teachers, the admissions office will be able to help. The student should contact the teacher(s) a couple of months before the visit to line up a sample lesson. Every teacher my daughter contacted was more than happy to offer a 30 to 50 minute sample lesson. She always offered to pay their standard lesson rate, but not one of them accepted the money. When making arrangements for the lesson, it is also a good idea to ask about ensemble rehearsal schedules and things like recitals or masterclasses that might not be listed on the school web site.

After securing the lesson appointment(s), call the admissions office and let them know you are coming. They will probably schedule you for an information session and a tour, and they may offer discounts at nearby lodgings. It never hurts to show the admissions office that you are interested enough to visit, particularly if you are coming from some distance. Avoid visiting during vacation weeks, orientation weeks and exam periods. If your plans change, be sure to contact both the teachers and the admissions office ASAP to reschedule or cancel.

During the visit: The visit is not only about seeing, but also about being seen. Be sure to stop by the admissions office and fill out a contact card. If possible, meet some of the admission committee folks so they can later put together a face with the application. A good sample lesson will leave a lasting impression with the teachers and can make everyone a little more comfortable come audition time.

Note the names on the teacher's posted lesson schedule in case you have an opportunity to speak with some of them. Peruse the bulletin boards to get a feel for what is going on in addition to classes and department-run concerts. See for yourself what the practice rooms are like and whether there are enough of them. Visit all of the performance spaces and the music library. Check out the placement office if the school has one to see what services are available for alumni and those who are about to graduate. Try to get a feel for whether your playing is well above, about the same or well below that of the other students there. Try to determine in what ways the school promotes cooperation and in what ways it encourages competition. (Some students respond better to one than the other.)

After the visit: Record your impressions as soon as possible. They fade quickly and get mixed up, particularly if you are visiting more than one school in succession. Send a short thank-you note to each teacher who gave you a sample lesson and to anyone else who went out of their way to help you. A handwritten note is a nice touch, but an email is better than nothing.

Next time I will write about interpreting all of this information and what to look for in a good program. Meanwhile, for those who have already made college visits, what other things did you do that proved useful in helping to shape your decision about a school or a teacher?

11-07-2006, 03:37 PM	#7
BassDad Senior Member Join Date: Feb 2005 Location: NJ Threads: 11 Posts: 1,843	Musical word of the interval: Arpeggio - an Italian word meaning "in the manner of a harp." It describes a manner of playing a chord in which the notes are are played in succession from bottom to top or top to bottom rather than all at the same time. Along with scales, arpeggios are one of the fundamental building blocks of musical technique. Almost all schools list scales and arpeggios as required elements of the audition, but only a few actually ask to hear them. Now that we have done some research, it is time to get a first-hand look at some teachers and schools with Installment #5, On the Road Some students are content to choose a school based entirely on the recommendations of friends, teachers and college guidebooks and the information presented on school web sites. These are all valuable sources of information but, given the amount of time and money involved in the outcome, there is no better way to judge that elusive quality known as "fit" than a physical, first-person, shoe-leather-on-pavement, face-to-face, honest-to-goodness, old-fashioned visit. This may prove impossible for financial or logistical reasons, but seeing the place yourself provides important information that you can get in no other way. As usual, there are some specifics that concern music majors which I hope to explain here. Ideally, a visit should include as much as possible of the following: a sample lesson with the applicable faculty members, a department recital featuring your child's major instrument, a rehearsal of one or more ensembles (possibly with your child sitting in and playing along if they are ready to do so), a performance by one or more ensembles, a first-year class in music theory or music history, a chat with the admissions office and possibly the financial aid office, the standard tours of the college and music department, some time spent wandering around on your own and talking to current students (especially useful if they study with the teacher in whom you are interested), a meal at the school cafeteria, an overnight stay in the dorms, a student-run event, and a drive around the surrounding area. That is enough for a very busy couple of days, so don't feel bad if you can't get all of it done. Parents are allowed to be there for the concerts, the financial aid chat, the standard tours and the driving around part, but it is best to leave the rest of it up to your son or daughter. Definitely schedule the visit when school is in session. Before the visit: The school web site is a great place to start. Chances are, you will be able to find performance dates and contact information for teachers, the admissions office and the financial aid office. If you cannot find an email address or phone number for the teachers, the admissions office will be able to help. The student should contact the teacher(s) a couple of months before the visit to line up a sample lesson. Every teacher my daughter contacted was more than happy to offer a 30 to 50 minute sample lesson. She always offered to pay their standard lesson rate, but not one of them accepted the money. When making arrangements for the lesson, it is also a good idea to ask about ensemble rehearsal schedules and things like recitals or masterclasses that might not be listed on the school web site. After securing the lesson appointment(s), call the admissions office and let them know you are coming. They will probably schedule you for an information session and a tour, and they may offer discounts at nearby lodgings. It never hurts to show the admissions office that you are interested enough to visit, particularly if you are coming from some distance. Avoid visiting during vacation weeks, orientation weeks and exam periods. If your plans change, be sure to contact both the teachers and the admissions office ASAP to reschedule or cancel. During the visit: The visit is not only about seeing, but also about being seen. Be sure to stop by the admissions office and fill out a contact card. If possible, meet some of the admission committee folks so they can later put together a face with the application. A good sample lesson will leave a lasting impression with the teachers and can make everyone a little more comfortable come audition time. Note the names on the teacher's posted lesson schedule in case you have an opportunity to speak with some of them. Peruse the bulletin boards to get a feel for what is going on in addition to classes and department-run concerts. See for yourself what the practice rooms are like and whether there are enough of them. Visit all of the performance spaces and the music library. Check out the placement office if the school has one to see what services are available for alumni and those who are about to graduate. Try to get a feel for whether your playing is well above, about the same or well below that of the other students there. Try to determine in what ways the school promotes cooperation and in what ways it encourages competition. (Some students respond better to one than the other.) After the visit: Record your impressions as soon as possible. They fade quickly and get mixed up, particularly if you are visiting more than one school in succession. Send a short thank-you note to each teacher who gave you a sample lesson and to anyone else who went out of their way to help you. A handwritten note is a nice touch, but an email is better than nothing. Next time I will write about interpreting all of this information and what to look for in a good program. Meanwhile, for those who have already made college visits, what other things did you do that proved useful in helping to shape your decision about a school or a teacher?