<p>imamiger, I can’t recall your d’s instrument. More of a concentration in band programs, rather than orchestra if my addled brain serves me. </p>
<p>Let me link to a prior post of mine from one of your earlier threads: <a href=“http://talk.collegeconfidential.com/1062396190-post24.html[/url]”>http://talk.collegeconfidential.com/1062396190-post24.html</a></p>
<p>Covers some of your questions, and I’ll expand by saying this is one of those school specific, ask the department (and current students) about both the policy and the reality. Some programs treat mus ed majors the same as performance majors, some don’t. Lesson times, applied faculty, sometimes even ensemble placement or choice may be dictated by major. Tiered ensembles, multiple ensembles can be the case at larger programs, just by the nature of pure numbers. </p>
<p>As for grad/doctoral students, again this is program specific as to whether they get top dibs, or seated ahead of underclassmen. Some seat soleky by audition. This was the case for my son, who shard first stand or held the principal spot with grad sudents and I believe one doctoral candidate throughout his tenure, beginning with his first audition. The program also did not differentiate between ed and perf candidates (except the ed majors had less of an total credit requirement in ensemble participation, and maybe 3-3 1/2 years versus 4 of private instruction, due to the constraints of the student teaching semester.) Master class, performance opportunities, most gigs, faculty contact was basically determined by talent level, not accumlated credits of undergrad/postgrad status.</p>
<p>A nice mix of grad/doctoral students can be beneficial. It provides another level of interaction and peer learning from students typically 4 or 5 years older, with potentially a higher level of skills, and experience. They may have taken a year or two off to try and audition into an orchestra, tried their hands at teaching privately or had a studio; Masters students in an MMEd program may even have had actual classroom teaching experience and can provide real world insights. Large grad based, grad centered programs may not be the spot for an incoming freshman, but a balanced program can be a beneficial learning experience.</p>
<p>Again, this is addressed from an instrumental, not vocal standpoint. There are those far wiser than I to counsel about the vocal perspective.</p>