Questions To Ask

The Applied Music Professor:

• Does the applied music studio teacher teach all of his or her own students, or is a graduate student assigned to instruct less experienced students?
  It is important to determine very early in the selection process with whom you will be studying.
  

• What are the credentials of the applied studio teacher?
  Where and with whom did the teacher study? Does the teacher have a record as an active performer? In what venues? What are some of the career achievements of the teacher's former students?
  

• What rapport do you sense between yourself and the teacher?
  How do you and the professor interact? Is your association natural and pleasant? Do you converse freely and easily? Does the teacher seem positive and supportive? Do you sense a healthy mutual respect?
  

• What is the availability of the applied studio teacher?
  Can the teacher be expected to be regularly on campus to teach lessons throughout the semester? Is he or she accessible to students outside of class and lessons? Is the teacher available to reschedule lessons when unusual circumstances require? Does the teacher maintain office hours?

 

The Facilities:

• Does the school possess an adequate number of practice rooms that are accessible to you at times which fit your schedule?
  Are practice rooms readily available? Must students schedule practice room space? Does the school designate certain practice rooms for special needs (e.g., percussion, piano performance majors)?
  

• Does the school provide secure instrument storage facilities?
  This might not be as important to vocalists or people who play smaller instruments, but it will become very important to tubists, trombonists, cellists, bassoonists and bassists very quickly in their collegiate careers.
  

• Is the building close to the dormitories?
  Is it in a dangerous area of town? What are the building hours?
  

• Are pianists available for lessons and performances?
  Who provides them?
  

• How big is the music library?
  Does it possess adequate materials for research and performance? Are materials available from other libraries? Does the library have adequate audio facilities for listening to recordings for class?
  

• Does the school possess computer facilities?
  What software does it own to aid students with theory, history, notation and ear training?
  

• Does the school have an adequate supply of good-quality instruments?
  Most important are pianos, organs, basses, etc. Who has access to these instruments? Is there a charge for their use?
  

• Does the school have adequate piano labs for non-keyboardists?
  

• How accessible are the university's other facilities such as recreational and sports buildings, computer labs and general libraries?

 

Performance Opportunities

• What are the opportunities for performance?
  Do first-year students have a realistic opportunity to have meaningful performance opportunities, or are opportunities given primarily to graduate students and upperclassmen?
  

• What is the quality of the performance opportunity for the younger music student?
  Will the underclassmen be limited to roles in opera choruses, or do they have a realistic opportunity to perform a major role? How many orchestras or bands does the school have? Is there a mix of large and small ensemble opportunities? Do the ensembles tour, and, if so, where? Do the ensembles perform only on campus or do they reach out to the community?
  

• How are ensemble assignments made?
  Are they made by audition, by teacher recommendation or by some other method?
  

• Does the school sponsor competitions for its students?
  If so, who may compete? Does the school encourage participation in outside competitions?

 

Music Education

• How many credits of education classes and music classes are required for graduation?
  Is it realistic to expect to graduate in four years?
  

• In which states will the student be certified to teach?
  

• How much student teaching is required and when does it occur in the curriculum?
  What opportunities exist for observation and laboratory teaching experiences prior to the formal student teaching assignment? Are these experiences at various levels? Are some in actual school situations?
  

• For which grades and subjects will the student be certified to teach?
  Is certification granted for K-12 teaching of all music subjects: general, choral/vocal and instrumental? How does the curriculum prepare students to teach the subjects for which they will be certified?

 

After Graduation

• What happens to most graduates?
  Do most look for employment or go on to graduate school?
  

• What is the placement rate for graduates in the student's major?
  Different schools focus on different priorities. A school which emphasizes music education is likely to have fewer students going directly on to graduate school than one that emphasizes performance.
  

• For graduates attending graduate school, which schools have they attended and how successful have they been?
  Has an education at this school of music prepared them well for their further education? Have they received financial aid or assistantships for their graduate study?
  

• For graduates seeking employment, what is the placement rate?
  What is the quality of employment that graduates achieve? Do placement statistics reflect whether graduates have found employment in their fields of specialization and interest?
  

• How does this degree prepare you for finding employment if you decide to pursue a different career after graduation?
  Do graduates go on to law school, business school, medical school, private industry, etc.?
  

• Does the school provide meaningful internship opportunities for its students?

 

Character of the School

• Is the atmosphere friendly and congenial?
  Are students open and amiable? Do they interact with one another? Does the school feel overly relaxed? Does it feel overly competitive?
  

• Does it seem as though there is enough competitiveness to motivate you?
  Does it seem like too much? Not enough?
  

• What is the focus of the school?
  There are advantages to being a member of a student body with diverse backgrounds and interests. However, a school with a predominant focus on a particular field (e.g., music performance, music education, composition) might provide a somewhat less stimulating environment for students seeking a degree in another field. Does the student body in the school you are considering have a balance of professional aspirations? Are students' talents recognized, appreciated and developed regardless of their degree program?
  

• How integrated into the university and surrounding community is the music school?
  Do the student body and community attend concerts? Does the school of music feel isolated from the rest of campus? Does the university administration support music?
  

• How much interaction is there between music students and students from other majors? If it becomes necessary, how easy is it to switch majors?
  What other quality programs of interest are offered by the university? Will switching majors add time to your stay? Are there double major or double degree possibilities?
  

• Do the students and faculty interact outside of class and lessons?
  

• Does the school support professional fraternities or organizations?
  Are these organizations active?

 

Financial

• Does the university support music students financially through scholarships, work-study, loans and grants? What types of aid are emphasized in a financial aid package?
  Does the majority come in the form of loans, scholarships, grants or work-study?
  
  

• Are work-study jobs typically located in the music school? If you are considering graduate school, does the university make an effort to lessen the amount of loans in the financial package? Can upperclassmen receive scholarships, or are awards given only to entering students?