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he beauty of U.S. education is its diversity: programs at U.S. institutions prepare students for all walks of life,
including careers in the performing arts. As someone who has experienced the process both as a student at a music
conservatory and now as an EducationUSA adviser, I hope these answers to FAQs will help your students find their way instudying music.

Q. Which degree should I pursue: a Bachelor of Arts in music, or a
Bachelor of Music?
A. The “performance factor” is the key to deciding between thesetwo U.S. degrees. The Bachelor of Music focuses on training for live
musical performances, while the Bachelor of Arts in music is a moreacademic degree, emphasizing such topics as music history, music
theory, and musicology.
The Bachelor of Music (BM) speciﬁcally prepares students for
performance careers, or for professions that are directly involved
with musical performance in some way, whether at schools, recording studios, production companies, arts promotion agencies, orin therapeutic settings. Roughly 75 percent of the degree consistsof practical training in instrumental/vocal technique, secondary
instrument study, musicianship skills, ensemble playing, and live
performance. Institutions granting the BM include independent conservatories and institutes of music as well as schools or colleges ofmusic that are part of a larger university. Most students who pursue
a BM have been studying music privately for many years and have
had experience performing in orchestras, choirs, or bands, probably
with solo experience. These students should not only be sensitiveand creative, but they must also be determined, disciplined, entrepreneurial, and comfortable promoting themselves. In fact, manyBM programs now encourage their students to take courses focusedon the “business side” of music.

Online Resources for U.S. Music Education
National Association for College Admission Counseling (NACAC)
Performing & Visual Arts College Fairs
Includes tips for performing and visual arts students, FAQs, anda schedule of performing arts fairs in major U.S. cities in Octoberand November
www.nacacnet.org/EventsTraining/CollegeFairs/pva/Pages/default.
aspx
National Association of Schools of Music (NASM)
Listing of U.S. programs with NASM accreditation, including FAQs
about selecting music programs
http://nasm.arts-accredit.org
Uniﬁed Application for Music & Performing Arts Schools
The equivalent of the “Common Application” for about 10 U.S.
music programs
www.uniﬁedapps.org

Only about 25 percent of the Bachelor of Arts in music (BA) consistsof performance-related training; the majority of study is similar to aliberal arts approach within music. The BA in music may be oﬀered
through a music department, which is generally smaller than aschool or college of music and less “intense” than a conservatory.
This degree may be well suited to students who are latecomers totheir instruments, who are unsure about becoming professionalmusicians, or who want to fully experience a liberal arts education.
For those who are passionate about both a liberal arts degree and amusic performance degree, there are some excellent music schools/
universities that oﬀer double degree programs, such as the Peabody
Institute of the Johns Hopkins University, the Oberlin Conservatoryof Music, Eastman School of Music–University of Rochester, and theYale School of Music.
Q. Is it really necessary to audition in person at a U.S. campus?
A. Most music schools organize live auditions shortly after the earlyDecember application deadline. The audition generally takes place
on campus at a speciﬁc date and time set by the music school.
Despite advances in technology, the live audition is still a decisive
factor in music school admissions, and, if performed successfully, itoﬀers the student the greatest chance of being admitted. Students
with the necessary ﬁnancial means should make every eﬀort to travelto their top-choice music schools for live auditions.
At highly competitive music schools, candidates may be required tosubmit prescreening material as part of the admissions application
due in December. This CD or DVD is the key to qualifying for anaudition, and high school grades and SAT scores may also be considered. International students should remain ﬂexible in their U.S.
audition trips, as personal audition schedules may shift on short
notice, based on prescreening results.
The audition itself may last from 10–15 minutes, after which the student may leave; alternatively, the student may be required to be on
campus for a period of time before and after the audition, in somecases up to a few days. International students may want to combine
the audition trip with a general visit to the institution, and somemusic schools oﬀer organized visits scheduled around auditiondays. Students on budgets may wish to prioritize a live U.S. audition trip to their top-choice music schools only, leaving the rest toCONTINUED
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recorded audition submissions, as feasible.
A music school may also oﬀer auditions through regional tours todesignated U.S. cities. Regional auditions do not necessarily include
teaching staﬀ or decision makers, and so this option may be a less
eﬀective choice for international students, considering that travel tothe continental U.S. already represents a signiﬁcant investment.
Check with the music school on
the speciﬁc format and delivery ofregional auditions.

guidelines must be followed, regardless of the type of audition (e.g.,on-campus, regional, recording). Students should always discussspeciﬁc audition repertoire with their current instrumental or vocal
teacher.

At auditions, students should not obsess about technical mastery,talent, or “sound” at the expense ofother important factors, such as musical interpretation and expressiveness,
student potential, performance skills,and professionalism. Some auditions
include tests of musicianship throughSome music schools oﬀer audimusical exercises (scales/arpeggios),
tions in major cities outsidesight-reading, and ear-training skills;
the United States. For example,
improvisation may be required for jazz
Eastman, the University of Miami,programs. Students should perfect
Oberlin, and Peabody organize anthese skills with a musical coach, in a
audition tour in Asia every year,
musical ensemble, or through groupwhich allows students to perform
lessons at a music center. Vocalists,
Jeannette Law presents to students at the U.S.-Italy Fulbright Commission
at one common audition that isin particular, should ensure that avalid at all four music schools.
piano accompanist is provided at the audition; if not, the candidate
Check individual music school websites for audition tour schedules
needs to make independent arrangements. The school may provideand formats.
names of staﬀ, local accompanists, or advanced students willing toSome music schools accept recordings in place of live auditions. accompany.
Students should submit the highest quality of sound recording
Punctuality at auditions is very important, so warm-ups and travel
possible (CD or tape), whether recordings are self-made or profesto the audition must be carefully planned. Candidates should arrive
sionally produced. DVD and video recordings may not be acceptedat the audition already warmed up, if possible. If warm-up rooms
because of lower sound quality, except in areas where visuals or playare available on site, there may be a line, or they may be shared withing technique are decisive (e.g., conducting, opera). Check musicother auditionees.
school websites for detailed information about submitting CDs orDVDs in place of live auditions. Please consider the possibility that A music theory test may also be a part of the audition process. Anyif a student has serious issues with live performance nerves, submit- such music-based test will be more decisive than the SAT or TOEFL
ting a recording to avoid a live audition may only cloud fundamental for admissions and placement purposes. Some music schools oﬀer
career questions.
English language programs for talented musicians who presentslightly lower TOEFL scores; others insist on university-level TOEFL
One strategy that helps students make contacts before auditioning
scores regardless of musical talent (e.g., 79–90 iBT minimum).
is to enroll in a pre-college summer program at the prospective
music school, or at a music camp where a prospective instructor is Research and Conversations
teaching. This way, the young musician can gain valuable experience Music is a career that requires an extraordinary amount of honworking with a speciﬁc instructor well before the admissions process esty and soul-searching. In addition to consulting the wide array
begins. Needless to say, it can only help an application if one of the of EducationUSA advising resources, students are encouraged tothree required recommendations comes from a music instructor combine online research with frank conversations with professional
who teaches at the prospective music school!
musicians who can comment on music schools and programs andprovide practical insights into the challenges and joys of a musicalQ. How should I prepare for my live audition?
career. Thorough research and networking are essential ﬁrst steps to
A. Most music performance programs have published guidelines
ﬁnding the best program and pursuing a rewarding career in music.
for audition repertoire, which may include speciﬁc works, types ofcompositions, composers, and historical periods selected to showJeannette Tien-Wei Law is an Educational Adviser at the U.S.-Italycase musical technique and instrument mastery. Audition repertoire
Fulbright Commission.
EducationUSA / CONNECTIONS/ JULY2010/8