Which Path Would You Choose?

Objective: Students will understand that after high school, music study can take many forms, including degrees and specialized diplomas, and will be able to describe how each might prepare a musician for a career in performance.

Teacher Script:
"Right now, most of you think of graduation as getting a diploma — the paper you get at the end of high school. But in the music world, there’s another kind of diploma. Some top music schools and conservatories offer a Performance Diploma instead of, or in addition to, a regular college degree.

A degree, like a Bachelor of Music, mixes music with other classes like English, history, or math. A diploma in music is different — it’s almost all music, all the time. You spend more hours each week practicing, performing, and working directly with your teacher or ensemble.

Think of it this way: the degree is like training to be a great musician and a well-rounded student. The diploma is like being on a sports team where your whole day is about training for the championship — you’re focusing on being the best at one thing.

Some students choose the diploma because they already play or sing at a very high level. They might be aiming for auditions with major orchestras, opera companies, or elite military bands and choirs. Other students prefer the degree because they want both strong performance training and a wider academic background.

As you keep growing as musicians, it’s good to know that both paths exist — and that the right choice depends on your goals and strengths."

Assignment – “Which Path Would You Choose?”

1. Read the “Two Paths” Summary:
   • Bachelor of Music Degree – Includes both music and general academic subjects. Prepares you to be a well-rounded musician and student.
   • Performance Diploma – Focuses almost entirely on your instrument or voice. More performance time, fewer academic classes.
2. Imagine Your Musical Future:
   • Write down your instrument (or voice type if you sing).
   • List three dream performance opportunities (examples: playing in a symphony, singing at the Metropolitan Opera, touring with a jazz band, performing in a military band or choir, being on tour with Taylor Swift or Beyonce).
3. Compare the Two Paths:
   • Make a two-column chart:
   • Column 1: Bachelor of Music — Write 3 benefits of this path for your future.
   • Column 2: Performance Diploma — Write 3 benefits of this path for your future.
4. Make Your Choice:
   • Circle the path you would choose today and explain in 5–6 complete sentences why you chose it.
   • Include how your choice could prepare you for one of your dream performances.
5. Classroom Share (Optional):
   • Be ready to share your choice with the class and explain your reasoning. Speak clearly; you do not need to perform music.

Grading Rubric – “Which Path Would You Choose?”

Scoring Scale (Total: 100 points)

• 90–100 points = A (Excellent) – Deep understanding, strong reasoning, clear connection to personal goals
• 80–89 points = B (Proficient) – Good understanding and reasoning, some areas for improvement
• 70–79 points = C (Developing) – Partial understanding, needs more clarity/detail
• 60–69 points = D (Needs Improvement) – Limited understanding, incomplete or unclear work
• Below 60 points = F (Incomplete) – Minimal effort or missing assignment requirements

Choosing Your Path: Performance Degree vs. Diploma

Objective: Students will understand the distinction between a Bachelor of Music in Performance and an Undergraduate Performance Diploma, and evaluate which option may best support their career goals as a high-level instrumentalist or vocalist. They will explore the parallels and differences in preparation for major symphony auditions, top-tier military ensembles, and professional performance careers.

Discussion Points for the Class:

1. The structure of a Bachelor of Music in Performance — a blend of music coursework and general education.
2. The structure of an Undergraduate Performance Diploma — intensive, performance-focused training without academic coursework outside music.
3. Real-world career paths where each track may be advantageous.
4. How preparation for symphony and military ensemble auditions overlaps (technical mastery, musicality, sightreading) and differs (repertoire focus, physical/military requirements, ceremonial performance styles).

Teacher Notes:

• Highlight examples of conservatories offering both tracks (Juilliard, San Francisco Conservatory, Peabody, Eastman).
• Include both instrumental and vocal pathways, noting specific high school achievements that might indicate readiness for the diploma track (All-State, NATS, Jimmy Awards, concerto wins, elite summer festivals).

Assignment Instructions:
You are a high school musician — either instrumentalist or vocalist — performing at a high level and considering attending a top music school or conservatory. Research and write a 750–1,000 word analysis comparing the Bachelor of Music in Performance and the Undergraduate Performance Diploma.

Your paper should:

1. Define each option — what it includes, how long it takes, and what kind of training it emphasizes.
2. Identify at least three schools that offer both a degree and a diploma in your performance area (example: flute, piano, voice).
3. Explain how each program would prepare you for two possible career paths:
   • Auditioning for a major U.S. symphony or opera company.
   • Auditioning for a premier U.S. military ensemble or choir.
4. Discuss the parallels in preparation (such as audition repertoire, technical mastery, endurance) and the differences (such as military-specific repertoire, physical/military readiness).
5. Conclude with a personal reflection on which path you would choose and why, based on your current skill level, learning style, and career goals.

Grading Rubric – “Choosing Your Path: Performance Degree vs. Diploma”
Total Points Possible: 100

Scoring Scale

• 90–100 points (A) – Exceptional work. Accurate, well-researched, insightful, and clearly presented. Meets or exceeds all requirements.
• 80–89 points (B) – Strong work. Accurate and well-organized with minor gaps in detail or clarity.
• 70–79 points (C) – Adequate work. Meets minimum requirements but lacks depth or completeness in multiple sections.
• 60–69 points (D) – Weak work. Incomplete research, unclear definitions, and minimal personal reflection.
• Below 60 points (F) – Does not meet assignment objectives. Missing major components or contains inaccurate information.

Diploma or Degree? Understanding Undergraduate Music Diplomas for Aspiring Pros

Dear ____________________________ Parents,

Every so often, a student walks into my rehearsal room and it’s clear - music isn’t just something they do, it’s something they are. They talk about their instrument constantly, they can’t wait to share the latest solo piece they’re working on, and—here’s the big one—they’d rather practice than play a video game.

By the middle of 7th grade, or at least a few months into 8th grade, these “early bloomers” have already set themselves on a path toward becoming a professional performer. Their eyes light up when they talk about a new solo. They ask for more playing time. They want the challenge of learning harder repertoire.

If you recognize these traits in your child, the time to nurture them is now, not later in high school. The single most important step you can take is getting them into weekly private instruction—not once in a while, but as a regular, ongoing commitment. This one-on-one coaching accelerates technical growth, improves musical interpretation, and prepares them for the type of high-level auditions they will face later.

In addition to lessons, take them to concerts. Let them hear professionals perform live. Enroll them in summer music camps where private instruction is part of the program—and not just one camp, but maybe two in a summer if they can handle it. These early experiences aren’t just fun—they’re formative.

Why does this matter? Because for some of these students, their journey may eventually lead to pursuing a Performance Diploma in college—an intense, all-performance track designed to prepare them for auditions at the highest level, whether that’s a major symphony orchestra, an opera stage, or even one of the top U.S. military bands or choirs.

If you want to learn more about what a Performance Diploma is, and why it can be a powerful option for exceptional young musicians, I encourage you to read “Diploma or Degree? Understanding Undergraduate Music Diplomas for Aspiring Pros”—available now on Accoladi.com. It explains why this path is not “less than” a degree, but rather a different kind of training for the most driven, audition-ready performers.

Your child’s path may be unique, but if they’re showing these signs in middle school, you have an extraordinary opportunity to support them early. And sometimes, the greatest gift you can give them is the space, tools, private instruction, and encouragement to practice, dream, and grow into the musician they were meant to be.

Sincerely,
______________________________________________________
[Director’s Name and Position]
_________________________________________________________
[School Name]

Diploma or Degree? Understanding Undergraduate Music Diplomas for Aspiring Pros

Dear _____________Parents,

Some students dream about taking the stage at Carnegie Hall, joining a world-class symphony, singing on the Metropolitan Opera stage, performing in a premier U.S. military band, or touring internationally. For these students, there’s a very specific collegiate path that focuses almost entirely on performance—the Undergraduate Performance Diploma.

What is a Performance Diploma? In simple terms, a Performance Diploma is a specialized college program that removes most academic classes and replaces them with intensive, daily, performance-based training. While a Bachelor of Music in Performance blends music with general education requirements, a diploma track is all-in on the instrument or voice—less time in academic lectures, more time in lessons, rehearsals, chamber music, and solo preparation. It’s designed to create the most audition-ready performer possible in the shortest amount of time.

This is not a “junior year” decision. The path begins in 9th grade (sometimes even earlier) and requires years of focus, discipline, and preparation. Students who pursue this track are often the ones who:

• Begin private lessons early with a teacher who challenges them to grow.
• Compete in solo competitions every year—locally, regionally, and nationally.
• Participate annually in the state Solo & Ensemble Festival, performing the most difficult solo literature available for their proficiency level.
• Attend extended summer music intensives that push their performance level.
• Spend hours in the practice room, managing their own schedule, pushing themselves when no one is watching.

This pathway isn’t for every student. It requires a personality that thrives on the solitude of preparation, the challenge of competition, and the constant pursuit of artistic excellence.

If your child is already showing these traits, now is the time to start a conversation about what’s possible. The full article, “Diploma or Degree? Understanding Undergraduate Music Diplomas for Aspiring Pros” is available now on Accoladi.com. It explains how this diploma differs from a degree and why it can be the perfect match for certain high-achieving instrumentalists and vocalists.

If your child is serious about a future in professional performance, I encourage you to read it—and read it soon. In this world, later is often too late.

Sincerely,

______________________________________________________
[Director’s Name and Position]
_________________________________________________________
[School Name]