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 MoreMarching Orders: How Today’s Band Practice Turns into Tomorrow’s Tuition Checks — and Lifelong Success.
Director’s Title as a Clue:
High School: Competitive shows (BOA, USBands, state championships) with student fees for uniforms, travel, and contests—often offset by fundraisers.
College: Focus on entertainment (games, rallies, parades); no entry fees; uniforms and travel covered; some programs offer scholarships or stipends.
Feature | High School Marching Band | College Marching Band |
---|---|---|
Participation | Open to all who enroll | Audition required |
Instrumentation | Flexible | Carefully balanced |
Connection to Major | Often tied to band class | Separate from academic major |
College marching band is a leap from high school in selectivity, commitment, and culture. With early preparation and awareness of the differences, aspiring university band members can step onto the field with confidence and secure the best musical and scholarship opportunities.
Audition: A formal tryout where students perform selected music pieces to demonstrate their skills for placement into a group or for scholarship consideration.
Band Camp: An intensive training period (usually before the school year starts) where marching bands rehearse music and drill routines, building the show for the season.
College Marching Band: A large ensemble at the collegiate level that performs at football games, parades, and special events — often requiring an audition to join.
Concert Band: A traditional seated band focused on musical performances without marching; usually plays wind, brass, and percussion instruments.
Drill: The planned movements and formations that a marching band performs on the field, synchronized with the music.
Instrumentation: The specific makeup of instruments in a band, ensuring a balanced sound (e.g., enough trumpets, clarinets, trombones, etc.).
Leadership Position: Roles such as section leader, drum major, or captain within the band that involve responsibility for mentoring other students and leading rehearsals.
Marching Band: A group of musicians who perform music while marching in coordinated formations, typically seen at football games and parades.
Music Major: A college student who formally studies music as their primary field, often taking courses in performance, theory, and history.
Non-Music Major Participation: Opportunities for students who aren’t majoring in music to still join and perform in college bands, often with scholarship eligibility.
Scholarship: Financial aid awarded to students to help pay for college expenses, often based on talent, academics, or other achievements — including band participation.
Section Leader: A student leader responsible for guiding a specific section of the band (like flutes or trumpets), assisting with music and marching instruction.
Sight-Reading: The ability to play a piece of music by reading it for the first time without prior practice — a common part of auditions.
Wind Ensemble: An elite concert band with fewer players than a full concert band, focusing on advanced repertoire and musicianship.
Objective: Students will begin to understand how their middle school band experience can lay the foundation for future participation in high school and college marching bands, focusing on skill development, commitment, and early awareness of scholarships.
Why This Matters: Middle school is the perfect time to plant the seeds for future success. Helping students understand that the skills they build now — responsibility, teamwork, musicianship — are the same ones that will help them succeed in high school marching band and even earn scholarships for college participation. Introducing these ideas early helps students stay motivated and make smart choices as they grow.
Assignment: Marching Toward My Future: How Band Can Open Doors
Assignment Overview: Students will explore how their current participation in band connects to opportunities in high school and college. They will research one college marching band, watch a performance, and reflect on what skills they are already building that will help them in the future.
Instructions:
Submission Requirements:
Rubric: Marching Toward My Future: How Band Can Open Doors
Category | Excellent (A) — 90–100% | Good (B) — 80–89% | Needs Improvement (C or below) — 70% and below |
---|---|---|---|
Research (30 points) | Correctly identifies band name, school, and fun fact with care. | Mostly complete; minor errors or missing one item. | Missing more than one item; lacks effort. |
Reflection (40 points) | Thoughtful and clear reflection; connects personal experience to future goals. | Basic reflection; some connection to skills and goals. | Reflection is brief, unclear, or missing key connections. |
Effort and Neatness (20 points) | Neat, well-organized, complete sentences. | Mostly neat; minor organization issues. | Hard to read or disorganized. |
Following Directions (10 points) | All parts of the assignment are complete and follow instructions. | Minor parts missing. | Many parts missing or incomplete. |
Total Points: 100
Grading Scale:
Grade | Percentage Range | Points Range |
---|---|---|
A | 90–100% | 90–100 points |
B | 80–89% | 80–89 points |
C | 70–79% | 70–79 points |
D | 60–69% | 60–69 points |
F | Below 60% | Below 60 points |
Objective: Students will understand the key differences between high school and college marching band participation, including the audition process, scholarship opportunities, and financial commitments, in order to better prepare for collegiate band membership.
Why This Matters: Many high school band students (and their parents) assume that participation in college marching band is a simple extension of high school band. Helping students understand the transition early can empower them to make strategic choices about auditions, scholarships, and preparation — aligning with their collegiate goals and maximizing future opportunities.
Assignment: Mapping My Path: High School to College Marching Band
Assignment Overview:
Students will create a personalized “Marching to College” action plan based on the key points discussed in the article, researching 2–3 college marching bands of their choice and outlining the audition, scholarship, and participation requirements.
Instructions:
Submission Requirements:
Rubric: Mapping My Path: High School to College Marching Band
Category | Excellent (A) | Good (B) | Needs Improvement (C or below) |
---|---|---|---|
Research (30 points) | Thorough research on 2–3 colleges; detailed answers. | Good research but minor gaps in detail. | Minimal research or missing major points. |
Analysis (20 points) | Clear, insightful comparisons. | Some comparison, lacks depth. | No clear comparisons made. |
Action Plan (20 points) | Thoughtful, specific, and realistic. | General or vague steps. | Missing or impractical plan. |
Reflection (20 points) | Deep reflection with personal insights. | Basic reflection; limited insights. | Superficial or missing reflection. |
Formatting (10 points) | Well-organized, labeled, and cited sources. | Minor formatting or citation errors. | Disorganized or missing citations. |
Total Points: 100
Grading Scale:
Grade | Percentage Range | Points Range |
---|---|---|
A | 90–100% | 90–100 points |
B | 80–89% | 80–89 points |
C | 70–79% | 70–79 points |
D | 60–69% | 60–69 points |
F | Below 60% | Below 60 points |
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Discover proven strategies to build meaningful relationships with college music departments before you apply.
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