3 Smart Ways Future Music Majors Can Connect with College Music Departments
Discover proven strategies to build meaningful relationships with college music departments before you apply.
Read MoreThe Competitive Advantage Most Student Musicians Overlook — and Why It Matters More Than Ever in Collegiate Music Admissions and Scholarships.
For aspiring musicians, the path to a successful career can be as demanding as it is rewarding. From intense auditions to highly selective collegiate admissions, students must demonstrate not just raw talent, but polish, persistence, and preparation. While there are many ways to build these qualities, one tool consistently proves to be a decisive advantage: private music lessons.
Private lessons have long been a cornerstone for serious music students, offering personalized, one-on-one coaching that school ensembles and group classes simply cannot replicate. But beyond improved technique and musical growth, private lessons now carry another, often underestimated benefit — they can make the difference between admission and rejection, and between scholarship offers and missed opportunities.
According to a survey by the National Association for College Admission Counseling (NACAC), 67% of colleges and universities consider private music lessons an important factor when evaluating applicants for music programs. Why? Because private instruction signals more than skill — it demonstrates discipline, dedication, and a readiness to thrive under the rigors of collegiate music study.
When students audition for college music programs, they’re not just being evaluated on performance alone. Admissions officers are looking for:
Students with private instruction consistently hit these marks — and it shows.
Recent research from a major university school of music tracked students over several admission cycles. The findings are striking:
For example, if a typical scholarship offer was $10,000 per year, students with private lesson backgrounds were offered an average of $12,500 — resulting in an additional $10,000 over the course of a four-year degree.
Why the added investment? According to the Dean of this institution, students who have prior experience with one-on-one instruction are less intimidated by the demands of collegiate studio work. They enter prepared, confident, and ready for the intense mentorship that defines college music education. Importantly, these students are also more likely to persist and graduate — making them a wise investment for the university.
Another advantage of private lessons lies in the relationships they foster within the professional music community. Studio professors who adjudicate auditions often already know the students’ private teachers — through professional ensembles, union memberships, or academic mentorships.
In many cases, professors reach out to these teachers prior to auditions to seek informal recommendations. A positive endorsement from a trusted colleague can create a strong, favorable impression even before the audition begins. In a field where hundreds of talented applicants may audition for a handful of spots, this professional validation can be a decisive differentiator.
Private teachers aren't just instructors — many also serve as adjunct faculty at community colleges or universities, teaching freshman classes or music minors. For students planning to attend college locally, studying with a private instructor already embedded in the academic environment provides an incredible strategic advantage:
This local connection can be especially powerful in securing scholarships and faculty support, ensuring a smoother and more informed start to a college music career.
Private music lessons offer more than just improved playing — they provide a strategic advantage that can define a student’s educational journey. From improving audition performance to securing larger scholarships, and from building professional networks to ensuring college retention, the benefits are tangible and far-reaching.
Because in music, as in life, preparation meets opportunity — and private lessons ensure you’re ready when it does.
Adjunct Faculty: Part-time college or university instructors who often teach specific courses or work closely with students in specialized fields like music.
Audition: A performance opportunity where a student plays or sings for a panel of judges to be evaluated for placement, acceptance, or scholarships.
Collegiate Music Program: A program at a college or university where students study music formally, often leading to a degree in music performance, education, or composition.
Interpretation (Musical): The way a musician expresses and shapes a piece of music, making decisions about dynamics, tempo, and phrasing to create a personal performance style.
Musical Growth: The process of improving skills such as technique, musicality, and performance ability over time.
Musicality: A musician’s ability to express feeling and emotion through music, beyond simply playing the correct notes.
Musicians' Union: An organization that represents professional musicians, helping them with employment contracts, networking, and other professional matters.
One-on-One Instruction: Personalized teaching where one student works directly with an instructor for customized lessons and feedback.
Private Music Lessons: Individual sessions with a professional musician or teacher designed to improve a student’s musical skills, technique, and preparation for performances or auditions.
Professional Network: Connections between musicians, teachers, and institutions that can support a student's opportunities through recommendations and referrals.
Repertoire: The collection of music pieces a musician prepares and performs, often selected to showcase their abilities in auditions or concerts.
Retention Rate (in College): The percentage of students who stay enrolled at a school from one year to the next, often used as a measure of a school's success in supporting students.
Scholarship: Financial assistance awarded to students to help pay for college, often based on talent, academic achievement, or need.
Studio Instructor: A college music professor who gives private lessons to students majoring or minoring in music, typically serving as the student's primary mentor.
Technical Skills (Music): The mechanical abilities required to play an instrument or sing well, such as finger placement, breath control, and posture.
Objective: Students will explore how private music lessons can help them improve as musicians and understand how private instruction can prepare them for future opportunities in high school band, orchestra, choir, and beyond. Students will reflect on the personal benefits of one-on-one instruction and set personal goals for their musical growth.
Assignment: Why Private Lessons Matter: Growing Your Musical Skills
Instructions:
Submission Details:
Neat handwriting or typed (teacher chooses).
Due Date: [Insert Date Here]
Turn in to [Google Classroom / printed hand-in]
Rubric: Private Lessons Reflection and Personal Growth Goal
Category | Excellent (A) 90–100 points | Good (B) 80–89 points | Satisfactory (C) 70–79 points | Needs Improvement (D/F) Below 70 |
---|---|---|---|---|
Explanation of Private Lessons (20 pts) | Gives a clear, detailed explanation of what private lessons are and how they differ from group classes. | Gives a mostly clear explanation but may lack a few details or examples. | Basic or partial explanation; missing details or a bit unclear. | Explanation is unclear or missing important details; may show misunderstanding. |
Benefits of Private Lessons (25 pts) | Lists 2–3 strong, thoughtful ways private lessons help musicians improve; shows real understanding. | Lists 2–3 ways private lessons help, but ideas are general or somewhat vague. | Lists 1–2 ways; some ideas may not be well explained or connected. | Lists unclear or no benefits; little to no explanation or effort. |
Personal Musical Growth Goal (25 pts) | Clear, realistic, and well-explained goal for musical improvement; shows personal reflection and effort. | States a goal with some explanation; goal is mostly realistic but may lack strong detail. | Goal is stated but may be vague, unrealistic, or poorly explained. | No goal stated or goal is unclear, unrealistic, or missing explanation. |
Effort, Neatness, and Organization (20 pts) | Work is very neat, well-organized, easy to read, and shows strong effort. | Work is mostly neat and organized; good effort shown. | Somewhat messy or disorganized; effort is inconsistent. | Work is hard to read, messy, or shows little effort. |
Grammar and Spelling (10 pts) | Very few or no errors in grammar and spelling; writing is polished. | Some minor errors that don’t interfere with meaning. | Frequent errors that make reading more difficult but still understandable. | Many errors that interfere with understanding. |
Total Possible Points: 100 points
Grading Scale:
A = 90–100
B = 80–89
C = 70–79
D/F = Below 70
Objective: Students will understand the strategic role private music lessons play in college admissions, scholarship opportunities, and long-term musical success. Students will explore the benefits of private instruction beyond skill development, including professional networking and college readiness, and reflect on how private lessons can influence their individual educational and career pathways.
Assignment: Private Lessons: Your Personal Investment in Musical Success
Instructions:
Submission Details:
Typed, 12-point font, double-spaced.
Due Date: ___________________________
Submit via [Google Classroom / Canvas / printed copy, depending on director’s preference].
Rubric: Private Lessons: Pathway to Success – Reflection and Action Plan
Category | Excellent (A) 90–100 points | Good (B) 80–89 points | Satisfactory (C) 70–79 points | Needs Improvement (D/F) Below 70 |
---|---|---|---|---|
Understanding of Article Content (20 pts) | Demonstrates a clear, accurate, and detailed understanding of the article’s key points, with thoughtful explanation of private lessons' strategic value. | Shows general understanding of the article with minor omissions or inaccuracies. Covers most key points. | Basic understanding with several missing details or misinterpretations. Focus may be too general. | Little or no understanding of the article. Major points are missing or misrepresented. |
Personal Reflection and Insight (25 pts) | Offers deep, personal reflection on how private lessons connect to individual goals; makes thoughtful and mature connections to long-term success. | Provides personal reflection with some insight; connects lessons to goals but with less depth or clarity. | Some personal reflection but lacks strong insight; connections to goals are vague or surface-level. | Minimal or no reflection. Little attempt to connect lessons to personal goals or future plans. |
Connection to College Admissions and Scholarships (20 pts) | Clearly and convincingly explains how private lessons influence college acceptance and scholarships with specific examples or analysis. | Addresses the topic with general explanations; may lack depth or specific examples. | Touches on college and scholarships but with limited connection or development. | Fails to connect private lessons to college admissions and scholarship advantages. |
Action Plan Development (20 pts) | Creates a highly realistic and specific action plan with 2–3 clear, achievable steps aligned to personal growth and goals. | Action plan is present with generally realistic goals; may lack specificity or depth. | Action plan is vague or incomplete; steps are not well thought out or relevant. | No action plan or steps are unrealistic, unclear, or missing. |
Writing Quality and Mechanics (15 pts) | Writing is clear, organized, and polished. Few to no errors in grammar, spelling, or formatting. Professional presentation. | Writing is mostly clear and organized with few errors. Minor issues with grammar or formatting. | Writing is somewhat unclear or disorganized. Noticeable grammar or spelling mistakes. | Writing is disorganized and difficult to follow. Frequent grammar or spelling errors. |
Total Possible Points: 100 points
Grading Scale:
A = 90–100
B = 80–89
C = 70–79
D/F = Below 70
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