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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
Dear __________________ Parents
Every day in our rehearsals, I get to see the joy and growth these students bring to their instruments. It’s exciting to think about where their skills could take them — to high school bands, orchestras, and maybe even college music programs one day.
One thing that can make a big difference in a young musician’s journey? Private music lessons.
Private lessons provide one-on-one time with a professional musician — a coach who can offer focused attention, personalized feedback, and guidance that's hard to get in a large group setting. Whether your child is struggling with tricky fingerings or ready to tackle more advanced music, private instruction helps them grow faster and with more confidence.
But the benefits go far beyond playing better.
A recent article, “Beyond Practice: The Strategic Advantage of Private Music Lessons” (available at Accoladi.com), shows that private lessons can give students a real advantage when it comes time for high school auditions, college applications, and even scholarships. In fact, students who take private lessons are 74% more likely to be accepted into college music programs and earn scholarships that are, on average, 25% larger than students without private instruction.
Private teachers also open doors by building connections with college faculty and the professional music community — an incredible head start when the time comes for bigger auditions down the road.
Right now, your child is laying the foundation for their future, and private lessons can be a valuable tool to help them reach their full potential — not just as musicians, but as confident, prepared young people.
I encourage you to visit Accoladi.com and read the full article to learn more about how private lessons could support your student’s musical journey.
Thank you for all you do to support your child’s music education — you’re helping them create something truly special, one note at a time.
Musically,
__________________________________________
[Director’s Name and Position]
Dear _______________ Parents
Director’s Name School Name
Every time I hear these students’ music fill the rehearsal room, I’m reminded of the passion, talent, and hard work they bring to our program. Behind every beautiful performance is a foundation of dedication — and for many students, an extra step that can make all the difference: private music lessons.
You’ve probably heard the buzz about private lessons, but did you know they can do much more than improve technique?
According to the article “Beyond Practice: The Strategic Advantage of Private Music Lessons” (available now at Accoladi.com), private instruction has a measurable impact on college acceptance and scholarships. Students who work with private teachers are 74% more likely to be accepted into college music programs and earn scholarships that are, on average, 25% larger than their peers who do not.
Why? Because private lessons not only sharpen technical skills — they build discipline, confidence, and professional connections. College admissions officers notice students who have experience working one-on-one with instructors, and scholarship committees recognize the extra polish and maturity that come from individualized coaching.
Private teachers often have direct relationships with college faculty and professional networks that can open doors for your child — sometimes even before the audition begins. In fact, many private instructors are also adjunct faculty at local colleges and universities, giving their students an invaluable inside track if they plan to stay local for their music studies.
If your child is considering majoring or minoring in music — or even if they’re simply looking to develop their musical talents to the highest level — private lessons are a strategic investment worth exploring.
I encourage you to read the full article at Accoladi.com for deeper insights into how private lessons can unlock new opportunities for your student’s future.
Thank you for supporting your child’s musical journey — every note they play is one step closer to the future they’re building.
Musically Yours,
__________________________________________
Director’s Name and Position
_________________________________________________________
School Name
Episode Title: The Private Lesson That Changed Everything
Host: Dr. Dalia Mercedes Garcia
Audience: Parents of Performing Arts Students
Length: 10–12 Minutes
[Soft nostalgic piano music fades in]
Dr. Garcia (host): Welcome to People Over Programs — the podcast where we spotlight what truly matters in performing arts education: the people, the purpose, and the powerful potential of every student.
I’m Dr. Dalia Mercedes Garcia, and I serve as the Coordinator of Fine Arts for Santa Padua Public Schools.
Before we get into today’s topic — one I believe could genuinely change your child’s trajectory — I want to tell you a quick story.
It’s personal. It’s foundational. And in many ways, it’s why I’m here talking to you today.
[Music softens but continues underneath]
I wish you could have met my mother, Luna Rosalie Perez.
She was fiery. Proud. And a fiercely independent thinker. She didn’t have a college degree. But she had a vision. And she loved me with every thread she stitched.
I started playing the flute in sixth grade — not particularly well at first, just enough to get by. But every Thursday night after dinner, I would go to my room, slip into my best “Go-to-Sunday-Mass” dress, and prepare for what became known in our house as the Thursday Night Recital.
My father, who was a Walmart mechanic, would sit on the edge of the couch with my three younger brothers fidgeting beside him. My mother would take her place in her favorite chair. And then… it was time for me to perform.
Fifteen minutes. That was the rule. I had to play through everything I had learned over the past week — and finish, without fail, with as much of Ave Maria as I could manage.
Now, we weren’t a family of much means. My mom did sewing and ironing for families in our neighborhood. But we always had enough — and we always had pride.
[Pause. Music swells briefly.]
In May of that year, my mom introduced me to a high school girl named Sally Smothers — the first chair flute player in the high school band.
I didn’t know it at the time, but Mom had worked out a deal. Sally would give me private flute lessons every week, and in return, my mom would do all the alterations for Sally’s family — free of charge — for an entire year.
I told my mother, “No one else in my band class is doing private lessons. Their parents are waiting to see if their kid is really interested.”
And my mother, who never minced words, said this: “I’m giving you private lessons so you will have a solid interest. Maybe even a love. Because I think you’re good — but I want you to be great. The flute might just be your ticket to college. And you, my daughter, will be the first in our family to earn a degree.”
She believed in me before I knew how to believe in myself.
I took weekly lessons with Sally all through 7th grade — and I jumped from fifth chair to first chair in just a few months. By 8th grade, my mother had tracked down a graduate student at the University of New Mexico. Every Monday, she drove me two hours to Albuquerque, dropped me off, then walked the campus until my lesson was done.
On the drive home, she’d tell me all about what she’d seen — the students, the buildings, the vibe. She was planting a seed.
That year, I earned fourth chair in the Junior All-State Band. But more than that, I had a new kind of pride in myself — a belief that with enough practice, and the right kind of support, I could do anything.
And here’s the funny part.
I still take private lessons.
Twice a month. Same campus. Same love.
And every April, I give a recital at St. Teresa’s Catholic Church on Broad Street. And on the front row — every single year — you’ll find my mom, my dad, my three brothers, their wives, seven nieces and nephews, my husband, and my two daughters.
Because of one decision my mom made when I was twelve…
My life changed. . . . And it keeps changing for the better.
[Music fades out slowly.]
So now, let’s talk about your child.
Let’s talk about the strategic advantage of private music lessons.
According to the article “Beyond Practice: The Strategic Advantage of Private Music Lessons” — available now at Accoladi.com — private instruction is not just about playing better. It’s about preparing smarter.
Private lessons give students one-on-one coaching. That’s not new. But what many parents don’t realize is this:
Students who take private lessons are 74% more likely to be accepted into college music programs.
They earn scholarships that are, on average, 25% larger than those without private instruction.
Why? Because private lessons show commitment. Growth. Maturity. They prove your student has learned to perform under pressure, take critique, and continually improve.
Admissions officers know this. Scholarship committees know this.
And — most importantly — your student will know it.
Private teachers also form professional relationships within the music community. Many serve as adjunct professors at local colleges. That means your student could be studying with someone who already knows the audition process, the faculty, and the standards of those programs.
That’s not just a lesson — it’s a launchpad.
So parents, here’s my encouragement to you:
Don’t wait to see if your child becomes interested in music.
Give them every possible chance to fall in love with it.
Just like my mother did for me.
Private lessons don’t just teach notes and fingerings.
They build confidence.
They build discipline.
And in many cases…
They build futures.
If your child is showing talent, curiosity, or even a spark of joy in music — don’t hold back. Lean in.
Visit Accoladi.com and read the full article.
Reach out to your child’s band, choir, or orchestra director.
Ask who’s teaching lessons in town.
And just maybe…
Start something that will change your child’s life — and their future — forever.
[Pause. Soft music returns — gentle piano reprise of “Ave Maria.”]
Parents, take the lesson from Luna Rosalie Perez:
Don’t wait to see if your child is going to be interested in music.
Give them every possible advantage to succeed.
And private lessons?
That’s a very good place to start.
Thank you for listening to People Over Programs.
Until next time — I’m Dr. Dalia Mercedes Garcia.
[End of episode]
🎙️ Speaker: Dr. Dalia Mercedes Garcia
🎯 Audience: Middle & High School Performing Arts Students
📍 Setting: School music room, stage, or her office with student photos/instruments in the background
🎵 Opening Background Music: Upbeat and inspirational instrumental
[Camera on: Dr. Garcia smiles warmly, facing the camera]
Dr. Garcia:
Hey there!
I’m Dr. Dalia Mercedes Garcia — and I get to be your Coordinator of Fine Arts here in Santa Padua Public Schools.
Now before we get into today’s topic, I want to tell you something personal. It’s a story that changed my life — and just might have something to do with yours.
[Cut to old photo of a flute or a throwback childhood photo of a student with an instrument. Music softens slightly.]
I started playing the flute in 6th grade. And every Thursday night after dinner, I’d go put on my best “Go to Mass” dress, and give a 15-minute recital in our living room — right in front of my dad, my mom, and my three little brothers.
And I had to end it with as much of Ave Maria as I could play — whether or not it sounded any good.
My mom? Her name was Luna Rosalie Perez. She didn’t play an instrument. She didn’t have a music degree. But she believed in me. Fiercely.
We weren’t a rich family — my dad worked at Walmart’s mechanic shop and my mom did ironing and sewing for neighbors. But one day she met a high school student named Sally who played first-chair flute… and struck a deal.
Sally would give me weekly private lessons, and my mom would do all the alterations for her family — for free — for a year.
[Camera zooms slightly, emphasizing the point]
At first, I told her, “Mom, no one else in my class is doing private lessons. Their parents are waiting to see if they’re serious.”
She just smiled and said, “I’m giving you private lessons so that you become serious. You’re good — but I want you to be great. And this flute? It might just be your ticket to college.”
She was right.
I went from fifth chair to first chair that year. Then I started studying with a grad student at the University of New Mexico. Every Monday, she drove me two hours to Albuquerque. She walked the campus while I had my lesson, and on the ride home, she’d tell me about everything she saw — planting dreams in me I didn’t even know how to imagine yet.
[Insert photos of college campuses, music notes, band rehearsal b-roll, or a student practicing privately]
By 8th grade, I made Junior All-State Band — and more importantly, I started believing in myself.
And guess what?
To this day, I still take private lessons.
I still play recitals. And every year, my whole family shows up to support me — because of that one lesson… that started it all.
[Cut to Dr. Garcia in a new angle, a little more serious now]
So, here’s why I’m telling you this.
If you’re serious — or even curious — about getting better, about making region band or honor choir or just feeling more confident with your instrument or voice…
Private lessons are one of the smartest steps you can take.
Why? Because they’re just for you.
You get one-on-one help. Focused feedback. Room to ask questions, try new things, and improve faster.
And if you’re thinking about music in college?
Here’s the real scoop:
Students who take private lessons are 74% more likely to get accepted into music programs.
And they earn 25% bigger scholarships than students who don’t.
Let that sink in.
[Text on screen: "More Scholarships. More Confidence. More Growth."]
Private lessons also connect you to the music world outside your school.
A lot of private teachers are also professors or pros in the community — and those connections? They matter.
When you walk into an audition and the judge already knows your teacher? That’s an edge.
When your private teacher helps you prep your solo, break down sightreading, and coach you through tough spots — that’s an advantage.
[Cut to quick clips of students in lessons, practicing solos, rehearsing]
And don’t worry — you don’t have to be perfect. You don’t even have to be “the best.”
You just have to want it. Want to grow. Want to improve.
That’s where it starts.
[Cut back to Dr. Garcia, smiling warmly again]
So, here’s my challenge to you:
Talk to your band, choir, or orchestra director. Ask them if there’s a list of local private teachers.
Ask your parents if they’d support you trying a few lessons — even for just a month.
And most importantly, start showing up for yourself — the way my mom showed up for me.
Because that one lesson? That first step?
It just might change everything.
[Text on screen: “Private Lessons: Start Where You Are. Grow into Who You Can Be.”]
Thanks for hanging out with me today.
I believe in you — and I can’t wait to see where music takes you next.
[Cue upbeat music fade-out]
[End screen: “Learn more at Accoladi.com | Talk to your director today”]
Start your college journey with confidence!
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