Teaching Moment: Introducing Yourself as a Musician

Objective: Students will learn to communicate respectfully and confidently with adults in a musical setting by practicing how to introduce themselves, express their musical interests, and ask informed questions about music opportunities.

This activity lays the foundation for professional communication skills that students will need when engaging with high school band directors, audition panels, and eventually college recruiters.

🎼 Assignment: “My Musical Introduction” – Practicing How to Speak Up and Stand Out

Overview: When you join a new music group—whether it’s a high school band, an honor ensemble, or a summer music camp—you’ll often be asked about your instrument, your experience, and why you love music. Practicing how to talk about yourself helps you grow more confident and shows that you’re serious about being part of a music community.

📋 Instructions:

1. Think About Your Musical Journey.
   Jot down answers to the following questions:
   • What instrument do you play?
   • When did you start playing it?
   • What’s your favorite piece of music you’ve learned so far?
   • What kind of music do you love?
   • Why do you enjoy being part of a band or music group?
2. Write Your Musical Introduction.
   Using the answers above, write a short speech (5–7 sentences) introducing yourself to a new director or music teacher. Your goal is to sound polite, confident, and excited to learn more.
   
   Example:
   

   “Hi, my name is Kayla, and I play the clarinet. I’ve been playing for two years and I really love jazz music. My favorite song to play is ‘Take the A Train.’ I like playing in band because it feels great to make music as a team. I’m hoping to get better at playing faster and learning new styles.”

3. Practice Saying It Out Loud.
   Practice reading your introduction like you’re speaking to a real director. Try to speak clearly and look up every few sentences.
4. Partner Up and Present.
   Share your introduction with a classmate and listen to theirs. Give each other one compliment and one suggestion (e.g., “I liked your energy,” or “Try to speak a little louder”).
5. Class Reflection:
   What did it feel like to introduce yourself? What was the hardest part? What made you feel more confident?

🎥 Extension (Optional):

Record yourself saying your musical introduction. Watch it back to notice your posture, tone, and pacing.

🗓️ Submit: Written introductions should be submitted on ______________ [Due Date]

Teaching Moment for High School Teacher

Objective: Students will demonstrate their ability to articulate their readiness, commitment, and preparation for applying to a collegiate school of music through a simulated recruiter conversation and structured self-assessment.

Purpose: This exercise encourages self-awareness, deepens understanding of the application process, and helps students speak clearly and confidently about their goals and qualifications—skills they will need during calls with real recruiters, auditions, and interviews.

🎤 Student Assignment:
Title: “Strong Interest” – Practice Your Recruiter Response

Overview: When music recruiters reach out, they’re not just gathering information—they’re evaluating how serious you are. Your tone, preparation, and answers may determine whether you’re tagged as a “Strong Interest” or a “Possible Interest.” This assignment helps you make sure you’ll be tagged “Strong Interest.”

Instructions:

1. Review the Prompt Questions Below: These mirror real questions asked by collegiate music recruiters. You’ll be expected to give specific, confident answers that reflect your preparation and enthusiasm.
2. Write Out Your Answers: Use full sentences. Be clear, honest, and enthusiastic. Treat this like a live interview.
3. Rehearse Your Delivery: Practice reading your responses out loud until they sound natural. Don’t just memorize—internalize.
4. Record Yourself: Use your phone or another device. Play it back to evaluate your tone, pacing, and confidence.
5. Review and Revise: Ask: Do I sound informed? Do I sound committed? Would I want to recruit me?
6. Submit your written answers: [Insert Due Date]

Recruiter Questions to Answer:

1. Why is our School of Music the best fit for you?
2. Have you reviewed the application and audition deadlines?
3. Who on our faculty are you hoping to study with, and why?
4. What do you believe you’ll bring to our program—musically and personally?
5. When do you plan to submit your pre-screening and audition materials?

Optional Reflection:
Write a short paragraph reflecting on how this exercise helped you. What surprised you? What are you now more confident about? Where do you still need work?

💯 Suggested Rubric (20 Points Total):

Someday They’ll Audition for College... Right After They Remember to Bring Their Instrument

From Your Child’s Music Director to Every Middle School Music Parent
Your Name     School Name

Dear Middle School Music Parents,

Let me paint a picture for you.

It’s 7:25 AM. I’m standing in the band room with a half-sipped coffee and a hopeful heart. A student walks in empty-handed.

“Forgot my instrument,” they say.

Again.

Now—imagine this same delightful child in just a few short years, auditioning for college music programs. Yes, college. With real deadlines. Recruiters. Faculty. And applications that ask things like, “Which professor would you most like to study with?” (Don’t panic—I didn’t know professors had fan clubs either.)

It’s coming faster than you think.

That’s why I highly recommend you check out this fantastic article:
“From Application to Audition: Your Game Plan for Getting Into Music School”

It’s live now on Accoladi.com, and it’s packed with great insights—not just for students, but for the parents who will one day be helping them through it all.

It covers:

• Why deadlines aren’t suggestions (sorry, no late passes).
• What happens when a recruiter actually calls your kid.
• Why your child—not you—should be the one talking to colleges (yes, there’s a funny video on that).

Reading this now is like putting a rehearsal on the calendar for a concert three years away. It might feel early—but when the time comes, you’ll be the most prepared section in the room.

So please, pour a cup of coffee, click the link, and give it a read. One day your child will be auditioning for college—and hopefully, by then, they’ll even remember to pack their instrument.

With gratitude and a drawer full of emergency reeds,

_____________________________________________________
Your Name and Position

_____________________________________________________
School Name

Yes, Your Child Is Amazing… But Let’s Not Miss the Deadline

Dear Parents,

Let’s talk about the college music audition process.

Now before your eyes glaze over or you reach for your “I Survived Marching Season” mug, hear me out. This isn’t just about what happens on the stage—it’s about how your student gets to the stage in the first place.

It’s about phone calls from recruiters. Pre-screening videos that must be framed better than last year’s family Christmas photos. Deadlines that don’t move. And—brace yourselves—audition requirements that vary wildly from school to school, as if someone spun a musical wheel of fortune.

That’s why I want to personally encourage you to read this smart (and genuinely helpful) article: “From Application to Audition: Your Game Plan for Getting Into Music School.”

You can find it on Accoladi.com right now.

It pulls back the curtain on what recruiters are really thinking, what makes them label a student as a “Strong Interest” (yes, that’s an actual term), and why it’s not a great idea for Mom or Dad to be the one calling the school. (There’s even a video. It’s both hilarious and painfully true.)

Here’s the truth: your child might be a rockstar with a trumpet, violin, or the next Broadway star, but if the application doesn’t land on time—or the pre-screening video sounds like it was filmed underwater—it might not matter. This article walks students and families through what to do, what not to do, and how to turn talent into opportunity.

So do yourself a favor: grab a cup of coffee, sit down for ten minutes, and read the article. Then ask your child when their first college music deadline is. (Cue the dramatic pause.)

Let’s help our aspiring musicians hit the high notes and the due dates.

Musically Yours,

________________________________________________
Director’s Name and Position

_________________________________________________
School Name