Advice & Preparation for Studying Music In College
The
following suggestions are intended to help those
percussionists interested in enrolling in a collegiate
music program as a major (Music Performance or Music
Education).
The
Ideals of Musical Study at the College Level (not just a
step to finding a job):
·
Music is a
personal calling, not just an occupation; be sure that a
musical career is central to one’s life priorities.
·
Collegiate
study includes learning both about music and music
repertoire, interpretative skills, critical thinking,
and independent work toward reaching conclusions; the
artist musician comes to understand not only the
technique required to perform a work, but the theory and
musicianship incorporated into a work, the composition’s
relationship to social and cultural history, and how to
communicate the composer’s intent.
·
The
successful student not only practices diligently, but
listens to others perform, enrolls in a wide variety of
music and non-music courses–balancing practicing,
studying, and participating in cultural and social
activities.
·
The
accomplished student recognizes that performance and
teaching go hand-in-hand (music schools often strive to
train musicians as “teaching performers” and “performing
teachers”).
Preparation:
·
Students
should pursue the preparation of audition materials
vigorously, identifying a successful audition as the
basis for options and potential, along with financial
support
·
All
auditioning students should understand all key
signatures, major and minor scales, recognize intervals,
and know well the vocabulary of music
·
When
possible, high school students should pursue piano
lessons, listen to and study recordings, attend concerts
·
If near a
local college or music school, students should attend
college master classes and special events that are open
to the public; enroll in preparatory or outreach
programs; and perhaps attend college theory and ear
training classes, if possible
·
Students
should seek opportunities to perform in local ensembles,
youth groups, all-state or all-county
bands/orchestras/jazz ensembles, drum corps, and WGI
ensembles.
·
Students
can benefit from exploring recital opportunities
(assisted living institutions, local clubs and
organizations, even informal events at home)
·
Students
should invest in percussion instruments, high-quality
sticks and mallets, mallet bags and cases, method books
and instructional materials (i.e. Teaching Percussion
by Gary Cook, 2nd Edition; Schirmer
Publishing), solo literature, books about music, a
metronome, a music dictionary (i.e. Pocket Music
Dictionary, published by Hal Leonard), an A=440
tuning fork, and a portable CD player with audio
headphones
·
Students
should become familiar with computer notation software (Sibelius
or Finale), and invest in a laptop computer, if possible
·
Music
students should strive to acquire audio and/or video
recording equipment, if possible
A
satisfying career often unfolds for those musicians
comfortable with solo and ensemble playing skills in
varied styles. High school students should seek these
performance or study opportunities:
Traditional classical
music World
music
Contemporary
music
Popular music
Jazz Marching/drum
corps/WGI
Visit Music Schools:
·
During the
junior year or early in the senior year of high school,
students should visit a number of universities and music
schools to get a sense of activity, intensity, focus and
culture
·
High school
students should inquire to schedule lessons with studio
teachers as a way to evaluate a good fit with the
institution
·
At each
university, visiting students should talk to current
students, observe classes and ensembles (rehearsal or
concert), and learn all one can about the institution
Financially Speaking:
·
Students
should save money for college so that they do not have
to work outside jobs during the school year – students
benefit from time dedicated to making friends, focusing
on academic excellence and artistic preparation
(practice), engaging in composition and improvisation,
studying world music, taking courses outside of music,
exercising, and resting.
·
Potential
students should apply for scholarships and financial aid
early, allowing decisions regarding program attendance
to be made from the mind and the heart instead of basing
decisions solely on financial terms.
·
Students
may wish to purchase the numerous instruments,
implements, and instructional materials and tools
gradually as the expense is surprising if purchased all
at one time. Contact universities for recommended
percussion-related acquisitions. The following retail
institutions may serve as resources for the
percussionist’s needs:
Steve Weiss Music Lone Star
Percussion Drums in the Wind
2324 Wyandotte Rd
10611 Control
Place 19880 State Line Rd
Willow Grove, PA 19090 Dallas, TX 75238 South Bend, IN
46637
Phone (215) 659-0100 Phone (214) 340-0835
1-800-540-4054
The college musician’s intense schedule requires
self-motivation, self-discipline, and an organized life
style. Maintaining focus on important goals and
avoiding the pitfalls of over-commitment will help in
the pursuit of academic success. As the student
recognizes the rigorous training required for the
development of the professional musician, it will become
clear that the musician’s calling transcends the typical
9:00 a.m. – 5:00 p.m. working life style. The musician
accepts and embraces the idea of being a “student for
life.”
The
collegiate freshmen, facing high expectations, most
likely will spend more time preparing for performances
(and lessons) by putting in more practice hours than
they did in high school. In practical terms, the high
school student should seek an experienced teacher for
private lessons (perhaps pursuing specialist teachers in
the areas of drum set, orchestral, and world
percussion), attend summer music camps or festivals,
study music theory (i.e. Basic Materials in Music
Theory by Greg A. Steinke, published by Prentice
Hall) and music history, especially in the summer before
the commencement of collegiate studies in preparation
for theory placement tests. Students should listen to
various genres of music, join both large and small
ensembles as a way to supplement solo studies, read
books and articles about composers and musical works,
explore the internet for musical insight and discovery,
and ask many questions of music teachers and conductors.
Taking time to recognize one’s life aspirations and
goals, and planning for collegiate study, can provide the
student with enormous momentum before entering the
hectic daily routine of the university music major.
Writing down specific ideas and plans, in addition to
discussions with reliable school councilors, music
teachers, and parents, will aid in the successful
implementation of the student’s important life goals.
Recommend Reading:
Blades, James. Percussion Instruments and Their
History (London: Faber and Faber, Ltd., 1975).
Blanchard, Kenneth and Johnson, Spencer.
The One Minute Manager
(New York: William Morrow and Company,
1982).
Cook, Gary D. Teaching Percussion, 2nd
Edition (New York: Schirmer, 1997).
Farkas, Philip. The Art of Musicianship
(Atlanta, GA: Wind Music Publications,1976).
Green, Barry and Gallwey, Timothy W. The Inner Game
of Music (Garden City, NY: Anchor Press/Doubleday,
1986).
Lundin,
Steven, Paul, Harry and Christensen, John.
Fish! A Remarkable Way
to Boost Morale and Improve Results
(New
York: Hyperion, 2000).
Werner,
Kenny. Effortless Mastery: Liberating the Master
Musician Within (Book & CD), (New Albany, IN:
Jamey Aebersold Jazz, Inc.,
1996).
