Thanks @vistajay I think I recall you talking about Loyola. They do have a jazz voice program now but it’s relatively new. Not sure exactly how new but new. It will be interesting to see how that goes…I’m not sure D wants to be a pioneer in that regard but the school and of course the city may win her over. We are open to all and really are looking forward to our visit! They have been unbelievably great as far as communications from the director of the music program as well as admissions. We got an email yesterday with a personal itinerary for D’s visit that day complete with hour by hour schedule and visits, sitting in on jazz classes, the works. They have really impressed me so far!
Hi @GoForth! I have been reading along with your posts throughout the past year and I want to thank you for this thread. I never jumped in and commented, but I truly appreciated you sharing all of the information about the journey you and your family have been on. We live in the Chicago area as well, and will be leaving Friday to move our D to NYC for her freshman year, so are also nearing the end of this part of the parenting journey. Best wishes to you and your son, and to all who are following along here. Thanks again for sharing!
Hi, everybody. @violaparent - Hi! We know one Chicago-area violist going off to IU I believe. I am glad to hear about NYC - let us know how it goes, please.
Here is a data point. S passed the Theory I test at UNT. So, we know (roughly) that AP Music Theory with a score of 5 (and then with some decay and/or re-enforcement time) is equal to first semester Music Theory at UNT.
That’s great that your S passed out of Theory I. My S took his theory placement test this morning, I think, but doesn’t know the result yet. He got a 5 in AP Theory but his school doesn’t accept AP Theory for credit so I think placement is just for regular, honors or remedial theory. Despite his 5 on the AP test my S wants to be in regular - theory at his school is supposed to be very intense and he doesn’t feel like enough of the AP theory has stuck with him. He got that 5 on the strength of his aural skills.
It might be moot. S did not test out of aural, but came close. I am not 100% sure if aural 1 is a pre-req for theory 2 - I’ve spotted evidence on both sides.
Many who pass the theory test choose to take the intro level anyway because each school has their own sequence and approach.
@compmom - That is a good point. I’ll find out his decision soon as I think he is wrapping up his jazz bass audition any time now. We don’t know if getting into the o’clock bands is even possible at this level - kind of neat and fun to think about though.
Why would he want to test out of Music classes?
@ClarinetDad16 - to take more music classes.
I felt like maybe my previous answer came across as too “short”. What we see across a sampling of students is that they have arrived with various (but adequate) levels of preparation. Some have not pursued testing out of any classes, and some have arrived with deep theory knowledge or keyboard skills and testing out of quite a few of those types of classes. So, since there exist quite a few more music classes than a person could take in their degree plan, if the student seeks out a “best fit” set of classes to where they are currently at (by testing out), they will be able to take more classes that interest or challenge them over the course of their degree.
The drop-off in text communications occurred at about the middle of the first week of classes - last week. We told S early on that if he could busy himself with classes, homework, socializing, instrumental practice or playing, then he should definitely dive in. We assume that has occurred.
Since I often see the nature of one school versus another described here on CC, I feel it is normal to describe one comparison that S was able to make. He did spend one week at Frost earlier this year, attending classes, lessons, and so forth. During his first week at UNT, I asked if there were differences between Frost and UNT. He said that the competition at UNT could be felt - that some people are not going to make spots in a band. A different feeling was at Frost - maybe everyone who made it into the school is going to have a spot there. I read another opinion on some other website that felt the UNT o’clock band system with per-semester auditions was a clever device in that (1) making a particular band might not mean much after college but (2) it gave an extra incentive for students to practice. It seems S is happy with this system.
That is very helpful info @GoForth especially since Frost is high on D’s radar. I think that same uber competitive nature could be felt at Berklee during her summer there as well. It felt far more competitive that collaborative to her, especially when she was placed in a higher level ensemble with another very talented jazz vocalist. She said he seemed uninterested in getting to know her at all and was “scoping her out” skill wise more than anything, likely to assess how they stacked up against each other. We didn’t feel that vibe during our visit at Frost at all which was really nice. The word “family” was even used there with regard to the Frost musicians. I think every kid is different and it looks like your S thrives in an environment like that which many do. Makes them stay on top of their game! But excellent comments on the different “vibes” if you will of the different, and all excellent, music programs out there.
It seems, from my many friends whose children have already left, that there are two situations. One where the texts drop off drastically, another less common where the child is struggling with the transition. One neighbor’s roommate (U of Alabama) already dropped out. My D’s good friend (Baylor) is struggling terribly with loneliness and insecurity (she was very popular at their big high school).
So GoForth, I would take it as a good sign that your S doesn’t feel the need to update you on every little thing (sounds like that’s exactly how you are taking it).
There was a great article in the NYT over the weekend about the loneliness piece, for anyone out there whose child might be struggling. Google “The Real Campus Scourge.” It’s something I’ll be discussing with S.
I wouldn’t judge a school based on the competitiveness of one student in a summer program.
My D has been at school in NYC for about a week and half now and things seem to be going well! She starts her actual classes tomorrow, so we will see how things go after that. I am guessing I will see a drop in texts as she gets busier as well. She has been absolutely fine as far as not feeling homesick, etc. and has been making her way around the city a bit on the subway. I have been doing better than I thought I would, too. It’s just so exciting to see her living out her dream and being in a place where everyone is as focused on their art form as she is! Plus, us music parents get some good preparation for this with many of our kids being away at music festivals all summer throughout high school (and sometimes even earlier). It’s nice to hear the perspectives of other parents in similar situations, though.
It’s nice to touch base again, fellow parents of freshmen! My S has been doing well with the transition so far, in part because he seems to have found a really nice group of 3 freshman friends (who play other instruments) quite quickly and he has found the atmosphere at Eastman to be on the “supportive family” side of the ledger, which is what he wanted. They did a very nice job with a full week of orientation activities and helping the kids get to know each other, and the orientation crew and upperclassmen in his studio also are all very nice and welcoming. Each freshman is assigned a “Big Sib” - an upperclassmen in a similar major with whom they have several tours and orientation activities and who is available to answer questions. There are about 6 students in each Big Sib group. S is pleased with his profs so far, though has not yet had a full week of classes and rehearsals. The roommate situation seems fine as well.
I have been pleasantly surprised by the number of texts. We didn’t expect much, but usually have a couple short exchanges per day, mostly newsy, occasionally seeking advice i.e. on laundry settings on an unfamiliar washer or on an item or two to order on Amazon. I feel like I have some idea what’s going on but there is still plenty to talk about when we connect via Facetime (just once so far). Though the drop off was hard, DH and I are adjusting pretty well to our empty nest.
Our Mom friends have had many charming learning-laundry stories in the first week.
I appreciate reading the updates on other freshmen! My son seems very happy and motivated at Jacobs. I think the sense of competition is there, for sure, but he has found his teacher and studio to be warm and friendly. He’s finding plenty of opportunities to work on jazz as well as classical. I think he made the right choice for him. Best wishes to all!
Nice to hear everyone is doing so well! Truth be told, my D still texts me frequently. She sees no reason not to. I know other parents who had to have “a conversation” (usually with their sons) to get at least a reply once a week. I heard from my D almost daily I would guess. All seemed to do fine in college. And I would agree with the IU comment. There is definitely a competitive feel there but studios take the edge off that…and I think time will too. I don’t think Jacobs as a school worries about this. It is the teacher/studio that guides and assures the student of their place and development. It sounds like he has a good studio so that’s great. And…it’s a fun school!
After WEEK 2 in College
The second week of classes have concluded for S. Apparently, music majors have many activities assigned to them that are above and beyond the classes and lessons. There is a strings “tech” meeting/class that arose. He was commandeered by some class that needed a bassist for their group. Of course, there are departmentals/forum that were expected. Luckily, the academics are smooth for S, so he can just beat himself up wandering if he is practicing enough. It has been easy to mingle with the sophomore jazz students and play with them, too. It seems that there is no shortage of activity to fill up the time there.
Food-wise, UNT food has not gotten old at this time.
A nice bonus at UNT for S is that if they see his instrument (double bass) needs anything, they send him to the on-site luthier who fixes things up no extra charge and right away.
I explained to S before he left to consider the idea of pursuing issues to completion and checking up and following through on administrative items. It seems that has been handy. Whether it might be bookstore orders or details of registration, etc. There have been some loose ends that S followed through on. I told S that a lot of life if dealing with silly stuff and making it straight, as inefficient as it may seem.