Your Game Plan for Getting into Music School
You’ve spent years developing your sound, performing at festivals, making All-District, rehearsing before school, after school—and sometimes instead of sleep. Now, you’re dreaming of taking that passion to the next level at a college or conservatory.
But here’s the challenge: getting into a music school isn’t just about playing well. Every institution has its own process, its own deadlines, and its own expectations. If you don’t follow them closely, even the most talented student can be overlooked.
This guide is your game plan—from the moment you start researching schools to the moment you walk into your audition. Whether you’re applying to one program or ten, these tips will help you navigate the process like a pro.
In the world of music school applications, deadlines aren’t suggestions. They’re hard lines.
Some schools require that you're fully admitted to the college before you can even request an audition. Others will allow you to schedule an audition once you’ve submitted your application. And that’s just the beginning.
Your move: Start early. Create a spreadsheet or calendar. Include application deadlines, pre-screening deadlines, audition dates, and required materials. Set reminders for each one and aim to submit your materials a week early—just in case.
If your top-choice schools require a pre-screening video, don’t treat it like a warm-up. It’s often the most competitive round of the process. Fewer students make it past the pre-screening than you think.
Here’s what you need to do:
This video may be your only shot at being invited to a live audition. Let it reflect your best self.
If you’ve shown interest in a school—by applying, filling out a form at a college fair, or even just clicking “Request Info”—don’t be surprised if a recruiter calls.
Here’s the truth: this isn’t just them telling you about the school. They’re evaluating you, too.
You might be asked:
Your answers will determine how seriously they take you.
Best-case response: “Yes, I’ve read through the requirements. I’ve already started my application and plan to have everything submitted by September 20, even though the deadline is October 1.”
That’s the kind of response that earns you a “Strong Interest” tag in their notes—something that gets shared with Deans, ensemble directors, and scholarship committees.
What not to say: “I’m still figuring it out. Can you just text me what I need to do?”
That kind of response can get you labeled “Possible Interest.” It’s not a dealbreaker, but it’s not where you want to be. You want to be the student they remember, not the one they flag as unprepared.
Meet a well-meaning mother who tries to handle her daughter’s audition process—only to unintentionally leave a negative impression with the school’s recruiter.
Your parents may have the best intentions, but this is your audition. Schools want to hear from you. Your professionalism, your preparedness, your voice. Be the one on the phone. Be the one sending the emails. And if a parent must be involved, make sure they’re well-rehearsed and respectful of the process.
Applying to music school is about so much more than playing the right notes.
Yes, your talent matters. But so does your attitude. Your ability to follow instructions. Your communication. Your professionalism. Every moment of this process tells a story—about who you are now, and who you will be in their program.
Colleges and conservatories aren’t looking for perfection. They’re looking for:
This process is your first collaboration with the faculty and staff at the schools you dream of attending. Show them you’re ready to work, grow, and contribute.
When you walk into that audition room—whether it’s in person or on video—you’re not just being evaluated. You’re being welcomed into a community. Every form, every call, every submission is part of that first impression.
So start strong. Stay organized. Speak with confidence. And let your music—and your mindset—do the talking.
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ARTICLE GLOSSARY
Audition: A formal performance where a student demonstrates their musical skills in order to be accepted into a program or receive a scholarship.
Application Deadline: The final date by which all admission materials must be submitted. Missing this date often means missing the opportunity altogether.
Conservatory: A specialized school focused on intensive music training, often offering degrees or diplomas in performance, composition, or music education.
Dean: An academic leader at a college or university who often makes decisions about program admissions and scholarships within a department.
Ensemble Placement: The process of assigning accepted students to performing groups like band, orchestra, or choir based on their skills and audition results.
Faculty Member: A college-level teacher or professor—often a professional musician—who instructs students in private lessons or studio classes.
Live Audition: An in-person audition where the student performs directly in front of a panel of music faculty. This can happen on campus or at an event.
Pre-Screening Video: A video recording submitted by a student before a live audition is granted. This step helps schools decide which students to invite for in-person auditions.
Recruiter: A college representative (sometimes a faculty member or staff) who contacts students to share information about the program—and to evaluate interest and preparation.
Scholarship Committee: A group of faculty and administrators who review applications and auditions to decide who receives financial awards based on merit.
“Strong Interest”: A label recruiters use to describe a student who shows clear preparation, enthusiasm, and understanding of the program. These students are more likely to be recommended for admission or scholarships.
“Possible Interest”: A less favorable label for students who seem unsure, unprepared, or not committed. It can lower their chances of being remembered or selected.
Studio Teacher: The primary private teacher a student would study with in college. Often the most important relationship for music majors.
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.
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.
“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.”
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]
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:
Recruiter Questions to Answer:
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):
| Category | Exceeds Expectations (5 pts) |
Meets Expectations (4 pts) |
Approaching Expectations (3 pts) |
Needs Improvement (1–2 pts) |
|---|---|---|---|---|
| Content of Responses | Detailed, specific, well-researched | Clear and appropriate answers | General or vague responses | Incomplete or unclear |
| Tone and Enthusiasm | Confident, engaging, well-paced | Generally enthusiastic and clear | Flat or unconvincing tone | Unenthusiastic or inappropriate tone |
| Self-Awareness | Insightful, reflective, authentic | Shows some awareness of goals and fit | Limited self-assessment | Lacks self-reflection |
| Delivery Preparation | Clearly practiced; polished and confident | Practiced; clear delivery | Minimal preparation evident | Unprepared or not submitted |
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:
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
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
