Teaching Moment: Understanding Collegiate Marching Bands

Objective: Examine the structure and culture of collegiate marching bands by evaluating their audition processes, weekly rehearsal commitments, annual performance schedules, and scholarship opportunities. Compare these elements to the high school marching band experience to understand the progression in expectations, responsibilities, and benefits at the collegiate level.

Assignment:

Using the provided chart as an example, research and complete a profile for three collegiate marching band programs. A list of approved programs to choose from has been supplied below, and all necessary information should be available through each institution’s official website. You may recreate or customize the chart format as needed to organize your findings clearly.

For each selected school, provide the following information:

1. Name of School
   Indicate the full name of the college or university.
2. Band Director’s Department Affiliation
   Indicate whether the director is employed through the Music Department or the Athletic Department.
3. Audition Format
   Specify whether auditions are conducted in person, via video submission, or both.
4. Audition Requirements
   Outline the audition requirements specific to your instrument or performance role (e.g., scales, prepared pieces, sight-reading, marching fundamentals, etc.).
5. Band Camp Schedule
   Indicate whether band camp takes place prior to the start of classes or during the first week of the semester.
6. Scholarship Opportunities
   Note whether scholarships or stipends are offered, and if so, provide a brief description of the amount or eligibility.
7. Stipend or Volunteer Status
   Indicate whether participation is compensated (stipend/scholarship) or entirely volunteer-based.

Be thorough and accurate in your research. This assignment is designed to deepen your understanding of how collegiate marching band programs vary in structure, expectations, and financial support.

Conclude your assignment by stating whether or not you would choose to join this particular marching band program and support your decision with three clear and well-reasoned justifications.

Example:

Approved Schools List:

• Jacksonville State University (AL)
• University of Alabama (AL)
• Fresno State University (CA)
• University of Connecticut (CT)
• University of Delaware (DE)
• Georgia Tech University (GA)
• Florida A&M University (FL)
• University of Notre Dame (IN)
• Western Kentucky University (KY)
• University of Louisiana at Lafayette (LA)
• University of Massachusetts Amherst (MA)
• Central Michigan University (MI)
• Syracuse University (NY)
• Western Carolina University (NC)
• Bowling Green State (OH)
• Oklahoma State University (OK)
• West Chester University (PA)
• Clemson University (SC)
• East Tennessee State University (TN)
• Tennessee State University (TN)
• Sam Houston State University (TX)
• Texas Tech University (TX)
• University of Texas at Austin (TX)
• James Madison University (VA)
• Washington State University (WA)
• Marshall University (WV)
• University of Wisconsin at Eau Claire (WI)

Dear Marching Band Parents,

One of the quiet joys of this job is hearing from former students. I keep a special folder of their emails, thinking that someday—maybe when I retire—I’ll sit down and read them all. That day is still far off, but recently, while reading an article on Accoladi.com titled “Marching Band Scholarships: A Hidden Avenue to College Funding,” I was reminded of one message in particular. I pulled it out and read it again, and it gave me pause. With his permission, I’d like to share it with you.

Mr. Blevins,

I’m starting my senior year of college now. You probably remember—I wasn’t the strongest player, and my family couldn’t afford private lessons or a personal instrument. If I wanted to be in band, I had to play whatever the school had. My middle school band director once told me, “If you want to always have a place in band, play the tuba or euphonium.” I was just over five feet tall and about 110 pounds in sixth grade, so euphonium it was.

You knew I was never All-State material. But I loved band. Especially marching band. It taught me how to be part of something bigger than myself. I learned how to work hard, to support my section, and to move in step—literally and figuratively—with people from all walks of life.

College was always my goal. I wanted to be the first in my family to go. I was good at math and dreamed of becoming an engineer. But the schools I had my heart set on were financially out of reach. You encouraged me to audition for the marching band. The college I most wanted to attend had eight euphonium slots. I earned one of them.

They loaned me a school euphonium and awarded me a modest marching band scholarship. But more than that, I found my people. You had prepared me well.

And here’s the part that still surprises me: I’m now the drum major of my university’s marching band. That role comes with a scholarship covering ¾ of my tuition, plus room and board. I never imagined I’d be leading a band like this, let alone on scholarship.

I’m developing leadership skills I didn’t know I had—and I hope I can become the kind of leader you were to us. None of this would have happened without your encouragement to audition. I hope you’ll come to a game this fall. Walk into the stadium beside me—I’d be honored.

Just wanted to say thank you.

Sometimes, it’s not a massive scholarship that makes college possible—it’s a modest one. Sometimes, it’s a suggestion, a nudge, or a belief in a student’s potential. As our band takes the field this Friday night—and again on Saturday—I hope the experiences our students are having in high school will carry them forward. And maybe, just maybe, open a door to a scholarship… and a future they didn’t think was possible.

See You Friday Night,

_____________________________________________
Marching Band Director

_________________________________________________________
School Name