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A practical, inspiring guide for young musicians and their families—because preparing for a future in music begins long before senior year and smart connections start now.
When Mia was just a sophomore in high school, she dreamed of majoring in music—but she wasn’t sure how to get noticed by college programs, especially colleges outside of her home state of Iowa.
A clarinet player from a small town less than an hour from Des Moines, Mia had a clear goal: she wanted to become a middle school band director. She believed her patience coupled with her vivacious personality would help encourage beginners and keep students engaged through those critical early years.
She knew that to turn her dream into reality, she needed to find the right place to study—and that meant looking beyond her small town. Mia also wanted to head south for college to escape the freezing winters. So, she came up with a plan.
Before pitching the idea to her parents, Mia had done her homework. She used Google to map out cities with major airports offering direct flights to Des Moines. She was a little apprehensive about navigating a large airport like Chicago’s O’Hare, so finding direct flights was a priority. Nashville and Atlanta were the only two cities on her list with direct service—so she planned a spring break road trip through Nashville, Chattanooga, Atlanta, and Birmingham.
Ahead of the trip, Mia wrote handwritten letters to the ensemble directors and clarinet instructors at each school they planned to visit. To her surprise, she heard back from almost every school—only one didn’t reply. Even her dad, who had predicted maybe a 10% response rate, was amazed.
On that trip, Nashville stood out. It felt exciting but not overwhelming. She discovered Middle Tennessee State University (MTSU) in nearby Murfreesboro—just 30 minutes from the Nashville airport. The town was bigger than her hometown but smaller than Nashville—exactly the kind of place she could see herself thriving.
That summer, she attended the MTSU summer band camp, fell in love with the campus and the people, and started building connections with the ensemble directors and clarinet faculty. By the time she applied as a senior, she wasn’t just another name—she was a familiar face. Her early efforts helped her earn a spot in the School of Music—and a scholarship.
First impressions matter. Start by writing a letter to the college introducing yourself and your interest in their music program. Reach out to the ensemble director you hope to perform under and the private studio instructor you’d like to study with.
Pro tip: Skip the email—send a handwritten note to the school’s address. It feels more personal and shows real effort.
More Note-Writing Tips:
The Goal: Get a response. If both the studio instructor and ensemble director reply, you’ve made a strong first impression.
One of the best ways to show your dedication is to attend college concerts, recitals, and Master Classes. Let them see you in the audience—it’s a simple but powerful way to show you’re serious.
How to Make an Impression:
These small actions might feel intimidating, but they can lead to huge payoffs. College costs are high; a few hours and a couple hundred dollars to build these connections is a wise investment in your future.
Summer is the perfect time to deepen connections and get real experience. Look for camps, Master Classes, and enrichment programs hosted on campus—or wherever the ensemble director or instructor teaches.
Why These Programs Matter:
Every action you take now is more than preparation—it’s composition. A handwritten letter, showing up at a performance, participating in a summer program—each step adds to the larger melody of your future.
Mia’s story didn’t end with college acceptance. Today, she’s a middle school band director in Spring Hill, Tennessee, just south of Nashville—close to the place she first fell in love with. And yes, she still has a direct flight back to Iowa to visit her family. Recently, her 8th grade concert band earned straight superior ratings at the Tennessee Band Directors Association’s Large Group Evaluation, thanks in part to her old MTSU band director, who came over twice to work with her students before the big event.
Mia now returns to MTSU each summer—not as a student, but as a conductor at the same summer band camp where she once sat, clarinet in hand, dreaming about her future.
Her story started with a few letters, a few visits, and the courage to take that first step. Yours can too.
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ARTICLE GLOSSARY
Audition: A performance where a student plays or sings in front of judges or faculty to demonstrate their musical skills for acceptance into a program or group.
Clarinet: A woodwind instrument with a single reed mouthpiece, known for its smooth tone and wide range. Common in concert bands and orchestras.
College Fair: An event where representatives from multiple colleges gather to meet with students and parents, providing information about their programs.
Concert Band: A large ensemble of woodwind, brass, and percussion instruments that performs music in a concert setting, not on a marching field.
Director (Ensemble Director): The person who leads and conducts a music group, such as a band, choir, or orchestra.
Ensemble: A group of musicians who perform together, such as a band, choir, or orchestra.
Faculty Profile Page: A page on a college website that lists information about a professor, including their education, experience, and title.
Honor Band: A group made up of top student musicians who are selected to perform together, often after an audition.
Master Class: A special class where a guest artist or professor teaches students in front of an audience, offering tips and corrections to help improve their performance.
Music Major: A college student who is studying music as their main field of study.
Percussion: The family of musical instruments that produce sound by being struck, shaken, or scraped, such as drums, cymbals, or xylophones.
Private Instructor (Private Lessons): A teacher who works one-on-one with a student to give personalized lessons on an instrument or voice.
Recital: A concert where a student or small group performs music, often to show progress or for an audience such as family and friends.
Scholarship: Financial aid awarded to a student based on their skill, talent, or academic achievement, helping pay for college.
Summer Music Camp (or Summer Program): A special program held during the summer where students can take lessons, attend rehearsals, and perform — often on a college campus.
Symphonic Orchestra: A large ensemble made up of string, woodwind, brass, and percussion instruments that performs complex and classical music.
Tone (Musical Tone): The quality or color of a musical sound; how smooth, rich, bright, or dark a note sounds.
Wind Ensemble: A highly skilled group of wind and percussion players, usually at the college level, that performs challenging and varied music.
Objective: Students will demonstrate the ability to write a polite and well-organized letter of introduction to a collegiate music director, practicing early professional communication skills.
Purpose: Learning how to introduce yourself through writing is an important life skill. Even in middle school, developing the ability to write a respectful and thoughtful letter helps prepare students for future opportunities like summer music camps, honor bands, and later on, high school and college applications.
Assignment: Write a short, friendly letter of introduction to one of the following fictional collegiate music directors at MSU:
Guidelines:
Example Letter:
Dear Dr. Clarkson, My name is Jamie Walters, and I am from Greenfield, Ohio. I am a seventh grader at Greenfield Middle School, where I play the clarinet in the concert band. Last semester, I was chosen to perform a solo at our school’s spring concert, which was very exciting for me. I really enjoy learning new music and practicing with my band. I hope to one day play in a college wind ensemble like yours. Could you tell me what kind of music the MSU Wind Ensemble plays? Thank you for your time! Sincerely, Jamie Walters
✅ Student Word Bank for Letter Writing
Use words like these to help your letter sound polite and professional:
Rubric for Middle School Personal Letter of Introduction Assignment
| Criteria | 4 Points (Excellent) | 3 Points (Good) | 2 Points (Needs Work) | 1 Point (Incomplete) |
|---|---|---|---|---|
| Format & Length | Proper letter format; under 200 words. | Minor errors in format or length. | Major errors in format or a bit too long. | No letter format or way too long. |
| Greeting & Salutation | Correct title (Dr., Ms.) with polite greeting. | Greeting included but small mistake. | Greeting is too casual or missing. | No greeting or wrong use of title. |
| Introduction (Name, School, Hometown) | Clearly included in first sentence. | Included but missing 1 item. | Introduction vague or late in letter. | Missing or confusing introduction. |
| Instrument or Voice Part | Clearly stated. | Mentioned but unclear. | Vague or confusing. | Missing completely. |
| Musical Accomplishment | One clear accomplishment or moment of pride. | Something mentioned but not specific. | Very vague or unrelated. | Missing. |
| Polite Question (“Ask”) | Clear and respectful question included. | Question included but not clear. | Question feels rushed or off-topic. | No question included. |
| Tone (Friendly and Respectful) | Friendly and polite throughout. | Mostly polite; minor slips. | Tone needs work; sounds casual. | Too casual or sloppy. |
| Spelling and Grammar | Few to no errors. | Some errors but easy to read. | Errors distract but understandable. | Many errors; hard to read. |
Total Points: ____ / 32
Objective: Students will demonstrate the ability to write a formal, personalized letter of introduction to a collegiate music director, showcasing both professional etiquette and individual achievement.
Purpose: Effective written communication is a critical skill in the college application and audition process. This exercise helps students practice introducing themselves to collegiate faculty members in a respectful, confident manner—skills they will need when seeking recommendations, scheduling auditions, or expressing interest in music programs.
Assignment:
Write a personal letter of introduction to one of the following fictional collegiate music directors at MSU:
Guidelines:
Example Letter:
Dear Dr. Clarkson, My name is Lester Pruitt, and I’m from Spring, Texas. I am currently a junior at Spring High School, where I pursue my passion for music. I am writing to you as a dedicated saxophone player, eager to explore new musical horizons under your guidance. I had the pleasure of attending your Fall Concert last Thursday evening, and it was the finest wind ensemble performance I’ve ever experienced. I especially enjoyed the ensemble’s interpretation of Molly on the Shore by Percy Grainger. It left a lasting impression on me. I am honored to share that I was recently awarded First Place at our school district’s annual concerto competition. This recognition has fueled my determination to excel further in my musical journey. My ultimate goal is to join the prestigious MSU Wind Ensemble under your leadership. I would love to know if you recommend any summer music enrichment programs at MSU or elsewhere that would help me continue developing my skills before audition season. Thank you for your time and consideration. I would be grateful for any advice you can offer as I pursue my dream of attending MSU. Sincerely, Lester Pruitt
Rubric for Personal Letter of Introduction Assignment
| Criteria | Exceeds Expectations (5 pts) | Meets Expectations (4 pts) | Approaching (3 pts) | Needs Improvement (2 pts or below) |
|---|---|---|---|---|
| Format & Length | Correct formal letter format; under 250 words. | Minor formatting errors; under 250 words. | Major formatting issues or slightly over word count. | Incorrect format and/or significantly over word limit. |
| Salutation & Title Use | Correct title (Dr., Ms.) and professional greeting. | Minor errors in title or greeting. | Some errors; greeting feels too casual. | Missing or incorrect salutation/title. |
| Introduction (Name, Hometown, School) | Full introduction in first sentence. | Introduction is included but missing one element. | Introduction present but vague. | Introduction missing or unclear. |
| Instrument or Voice Part | Clearly and correctly stated. | Stated, but unclear or awkward phrasing. | Mentioned vaguely or in passing. | Missing. |
| Musical Honor or Award | Relevant, clearly stated honor or award included. | Honor included, but vague or not well explained. | Honor mentioned without context. | Missing or irrelevant honor. |
| Closing with Polite “Ask” | Clear, respectful ask that shows genuine interest. | Ask included, but not fully developed. | Polite tone, but no real “ask.” | Closing is abrupt, missing, or too casual. |
| Tone & Professionalism | Consistently polite, professional tone. | Generally polite; minor tone issues. | Some casual language or tone lapses. | Unprofessional, casual, or sloppy tone. |
| Grammar, Spelling, Mechanics | Free from errors. | Minor errors (1–2). | Multiple errors that distract. | Frequent errors; difficult to read. |
Total Points: ____ / 35
✅ Student Checklist
Before submitting your letter, make sure you have:
Dear Parents,
As a middle school music teacher, one of my greatest joys is seeing young musicians start to imagine what’s possible for their future — whether it’s performing in a high school honor band, playing in a college ensemble, or simply continuing to make music a part of their lives.
If your child has even a spark of interest in studying music beyond high school, now is the perfect time to begin learning what it takes to prepare. You don’t have to wait until junior or senior year to start thinking about college music programs.
I highly encourage you to check out an article recently posted on Accoladi.com titled "3 Smart Ways Future Music Majors Can Connect with College Departments." It shares the story of Mia, a clarinet player who started planning her future as a sophomore in high school — and how simple steps like writing a personal letter to a music professor, attending a college concert, or joining a summer music camp helped her not only find the right school but also earn a scholarship.
As a middle school director, I believe our students can start developing these skills even earlier. Encouraging students to introduce themselves professionally, to listen and learn from older ensembles, and to get excited about summer music camps lays a strong foundation for success — whether they choose music as a major or simply carry their love for it into adulthood.
Even small actions now — like attending a local university concert or writing a thank-you note to a guest clinician — build habits that will serve them well later on.
You can find the article here at Accoladi.com — look for "3 Smart Ways Future Music Majors Can Connect with College Departments." It’s never too early to help young musicians dream big and prepare wisely.
If you’d like ideas for concerts, camps, or other enrichment activities for your student this year, feel free to reach out. Let’s keep encouraging our students to imagine all the places their music can take them!
Musically,
__________________________________________
Director’s Name and Position
_________________________________________________________
School Name
Dear ______________Parents,
Every year about this time, my inbox fills with the same heartfelt questions from families: “How can we help our child stand out when it’s time to apply to college music programs?” or “What should we be doing now to get ready for college auditions?” If you are the parent of a freshman, sophomore, or junior — you are asking these questions at exactly the right time.
This week I shared an article on Accoladi.com titled "3 Smart Ways Future Music Majors Can Connect with College Departments" and I gave all of my students a related assignment based on this article. I can’t recommend it enough. It’s a practical, encouraging guide for students and parents who want to understand how to get a head start on the competitive college music admissions process.
The article shares the story of Mia, a clarinet player from a small town who, as a sophomore, took a few smart, simple steps — and ended up earning a scholarship to her dream school. Mia didn’t wait until her senior year to think about college. She wrote personal letters to ensemble directors, attended college concerts, and signed up for a summer camp on campus. Those early actions built real connections and paid off in a big way.
I’ve seen this firsthand with some of our former students too. The ones who start early — visiting campuses, introducing themselves to directors, and showing real interest — often have more choices (and more scholarships) when senior year rolls around.
If your child has dreams of majoring in music, whether they are just picking out their first solo piece or getting ready for All-State auditions, I encourage you to read this article together. It breaks the process down into three manageable steps your child can begin now — not two years from now — to build confidence and create opportunity.
You can find the article here: Accoladi.com — look for "3 Smart Ways Future Music Majors Can Connect with College Departments." I promise it will be a conversation starter for your family.
As always, if you have any questions or need guidance about next steps, feel free to reach out. It’s never too early to start composing your child’s future!
Musically Yours,
__________________________________________
Director’s Name and Position
_________________________________________________________
School Name
[INTRO MUSIC: upbeat instrumental fades under voice]
Dr. Sharon Roberts-Barrett: Hello, Greenwood families! I’m Dr. Sharon Roberts-Barrett, Director of Performing and Visual Arts for the Greenwood Public Schools, and you’ve tuned into People Over Programs — the podcast where we talk less about policy and more about people. And today’s people? Well, they’re holding clarinets, violins, and sheet music for tomorrow’s choir rehearsal — plus maybe a slightly crumpled permission slip for the band trip to Regionals. Yep. We’re talking about your music-loving kids — in band, choir, and orchestra — and their future college dreams.
Before we dive into Mia’s story, let me take a second to say: the music educators here in Greenwood? They’re some of the finest I’ve ever worked with. These are teachers who show up early, stay late, and somehow still have enough energy to cheer louder than anyone at the spring concert. They don’t just teach music—they model what it means to chase excellence, every single day.
“3 Smart Ways Future Music Majors Can Connect with College Music Departments.” Or, as I like to call it: “Mia’s Guide to Out-Smarting the System (and Getting a Scholarship to Prove It).”
Let me tell you about Mia. She’s a clarinetist from a small town in Iowa who had the kind of spring break plan that didn’t include the beach or binge-watching Netflix, but instead a road trip involving campus visits, handwritten letters, and—believe it or not—an obsession with flight paths from Des Moines. Because when your top priority is getting noticed by music faculty and avoiding a layover at O’Hare, you know you’re dealing with someone who means business.
She wrote to directors, visited campuses, and by the time she applied as a senior, she wasn’t just a name in a spreadsheet. She was the student who showed up early, introduced herself, and remembered to say thank you.
Spoiler alert: she got the scholarship.
It’s the kind of story that feels familiar — smart, thoughtful, and just the right mix of proactive and personal:
If your child is in middle or high school and they love music, there are three smart ways to connect them with college music programs now — not senior year, not “someday” — now.
Number One: Make the Introduction Count. College programs are looking for students who show interest before the application opens. Encourage your student to reach out personally. A handwritten note might seem vintage, but it says: “I care enough to find a pen that still works and a stamp that hasn’t expired.”
Number Two: Show Up. Stand Out. Your student doesn’t have to wear sequins and carry a fog machine, but showing up at a concert or Master Class says a lot. A smile and a thank-you note go a long way — and if they work up the nerve to perform a solo in front of college faculty? That’s a mic-drop moment. Not only does it show courage, it shows commitment. And that kind of initiative? It gets remembered.
Number Three: Dive into Summer Programs. Some kids go to the beach. Others go to band camp and leave with scholarship offers. And sunburns. These programs give your child face time with faculty, experience with future peers, and a chance to see if that “music major” dream holds up after a week of 8 a.m. rehearsals and cafeteria mystery meat.
And here’s the best part: You don’t have to figure all this out alone. Our district has partnered with Accoladi — that’s A-C-C-O-L-A-D-I dot com — to bring these resources straight to you. You’ll find the full article there: “3 Smart Ways Future Music Majors Can Connect with College Music Departments.”
Read it together as a family. Seriously. It’s full of examples, timelines, and even templates to help you and your child get started.
Because here’s the truth: College is closer than you think. So is scholarship season. And your child’s dream school may already be taking note of students like Mia — students who write, show up, and commit.
Let’s be real. Your 8th grader doesn’t need to have their major picked out just yet. But if they say, “Mom, I want to be a music teacher,” don’t smile and nod and then Google “safe business degrees.”
Lean in. Ask them what kind of music. teacher. Help them look up summer camps. Encourage them to introduce themselves to the director at the next All-Region event.
It’s not about pushing them into a career. It’s about showing them how to prepare for what they love.
Here in Greenwood, we’re proud of the way our students rise to the challenge. We even host a Collegiate Showcase each year where universities hear our students perform. And I’ll tell you a little secret: some of our students walk out of that room with scholarship offers on the spot.
Because we’re not just building performances. We’re building futures.
[INSPIRATIONAL MUSIC SWELLS]
I hope today’s episode gave you some inspiration, maybe even a checklist or two. But more than that, I hope it gave you permission to take the next step with your student.
If you have questions, ideas, or just need someone to look over that first letter draft, our team is here. You know how to reach us.
I’m Dr. Sharon Roberts-Barrett, and this has been People Over Programs. Where we believe in the power of our people, the promise of our students, and the purpose behind every note performed and conducted.
Until next time, keep dreaming, keep preparing, and keep clapping at every concert—even the one in your living room.
And one last thing—if you haven’t yet, don’t forget to visit Accoladi.com to read the full article: “3 Smart Ways Future Music Majors Can Connect with College Music Departments.” Sometimes, the next best step for your child is just one smart click away.
