<p>Tying into initiative and independence is the development of very strong time management skills and self discipline. These are things that you need to have cultivated by now and no one can do it but the student. No amount of parental nagging will accomplish this and if a student doesn't do it from within and posses these skills, odds are you will drown in a BFA program. The typical week in a BFA program is packed with classes, homework (which includes serious reading and written assignments/papers), practice and rehearsal time, crew, etc. The ability to prioritize and manage time is paramount.</p>
<p>Dr. John and MichaelNKat, thank you so much for all the information! It's a little more comprehensible now. :) </p>
<p>Ah, okay, another question again: Where do we find these overdone lists? I've done the Google search but all I've found are these:</p>
<p>Overdone songs: Overdone</a> Audition Songs @ MusicalTheatreAudition.com</p>
<p>Overdone monologues: Overdone</a> Monologues @ MusicalTheatreAudition.com</p>
<p>They're both helpful, and of course what I was looking for, but are there any other lists like this?</p>
<p>Some schools post on their audition related webpages info on what songs, shows, monologues or plays to avoid. Some school's audition pages recommend or direct that you use stuff from particular time periods. It's always helpful to simply ask the theater department too.</p>
<p>There is some very good information on the CCM website, in the MT area. It's specifically for the CCM auditions, but can be applied to other schools. It has been posted on this site in the past, so if you do a search of the MT discussion are, you may be able to find it.</p>
<p>i'm in the process of making a big binder with info on all of the schools i'm interested in - there are a LOT of them, so this is going to be an adventure...</p>
<p>Just curious. How involved other mom's are in this process. Sometimes I worry that I am a little overbearing but this is so important that I feel I need to be a big participant in making sure things get done. I am a voice teacher who has coached alot of other children and their parents through the process but now its my turn. Any responses on how involved you plan to be in your child's application process? (For example, checking on them to make sure things get done, helping to find material, researching schools-helping plan audition dates...etc.)
Love to hear someone else's perspective</p>
<p>I too am a vocal coach and went through this process with my D two years ago. My D studied voice with another teacher, but that teacher was unfamiliar with what needed to be done. As a result I was very involved with the whole process. My D filled out all of her college applications, while I kept track of all the deadlines, appointments, etc. We made a list of schools together, and traveled to many of them during her junior year. She narrowed down the list and made the final decisions about what schools to audition for. She asked me for advice on what songs to choose, but she made the final decisions. It was quite a balancing act -- I had to be careful to allow her to make her own choices as much as possible. Luckily, she made the right ones and we're very happy with the way things turned out.</p>
<p>I did this very similarly to onstage. It was definitely a challenge at times to keep my mouth shut and I did let her make her own decision (although now she wants to transfer but she had 2 #1 schools). She did all the app work, essays, design project work and made sure she knew all her deadlines. I kept track of visits, fin aid deadlines and all that paperwork, took messages from schools or alums who called, and coordinated the whole travel plan for visiting. Ditto this time around - we leave next week for 6 schools in 8 days.</p>
<p>Pohsmom - speaking as a student...my mom is not really involved. She doesn't have much of an idea what's going on, haha, but she'll listen to me talk about it! I'd love for her to be more involved, she's just really busy and doesn't really get what's all going on.</p>
<p>The extent to which a parent gets involved is a very individualistic determination and while there is a diversity of opinion on this, there really is no one right approach. The only caveat I would urge is that your student must reflect a total commitment to the entire idea and process and be fully invested in every stage otherwise there should be some frank and candid discussion about whether applying to MT is the right college path.</p>
<p>In my daughter's case, we made a deal that she would be in charge of everything artistic related and requiring work of substance and I would handle all the administrative tasks flowing from her artistic decisions as well as the administrative stuff necessary to move her applications along. I felt this was fair and appropriate because on one hand it required her to be fully invested and take the initiative with regard to every thing of substance and at the same time gave due regard for what for in any terms was a jam packed schedule of school responsibilities, extracurricular activities, after school voice and dance as well as a job. So, I made charts, tracked deadlines, set up timelines with her input, did secretarial work, made travel reservations. She did the rest with the input and assistance of her voice teacher for the artistic stuff. </p>
<p>The only exception was that when it came to monologues, she and I sat for hours at local book stores perusing plays together. She made all the decisions, though, and we just used that time as an opportunity to talk and share thoughts, which was wonderful. Which gets me to the important part. This whole process is a great opportunity to spend some real quality time with your kids, listening to their thoughts, dreams, hopes and even their fears. Don't deny yourself that pleasure out of a concern that you are "micromanaging" or because someone else suggests that you are not "allowing" your kid to be "independent". Be involved, it's like that commercial - "priceless".</p>
<p>As MichaelNKat already pointed out, the level of involvement is a personal choice, albeit I think there needs to be a clear understanding that, although there may be a "we" to some extent, it ultimately is our child who is applying for college. I think it is important to just be there and help out where needed, rather than step in and "take over", although some kids may need more managing than others.</p>
<p>In my D's case, I jumpstarted the process by reading CC and pulling information from something like 30 schools that I thought might be a fit. When D read through all the information, she put more than half aside. It still was a good starting point, but she wound up even eliminating some more after she did more research on actual curriculae online, school characteristics, and talked to current students. She then added some herself. Together we looked at the spectrum of schools she had come up with, making sure it included some reaches and/or highly competitive programs, some that, at least on paper, were easier matches, and finally a couple of BA's that in principle had almost nothing to do with what she ideally wanted (BFA MT) as a back up, but where she could see herself happy regardless. That pretty much was the red thread. My D would have been perfectly content at any of the 12 schools she applied to and I think that made for a "happy audition season regardless of the outcome".</p>
<p>We also traveled to some schools (I made the travel arrangements, to ensure most economic way of travel :)), which actually turned into a rather waste of time, and, if anything, proved that her choices of prospective schools were better than mine :). My D made her own folders for each college and as a result became well versed in what she liked about each school. It was also her idea to print out old copies of applications, because she wanted some time to look things over during the summer. She did ask my help coordinating the audition dates with corresponding travel, and we walked through her preferences (she wanted to audition early in the season), compromising here and there. </p>
<p>I also helped her coordinate her schedule with that of an audition coach, to determine & finalize her vocal audition repertoire. Her monologues she did on her own, with some input from a BFA graduate, but she did spend hours "finding the perfect ones". </p>
<p>Her auditions she did all by herself :D. What I really mean to say is that she selected what to wear, packed her back pack and prepared herself. I saw some parents carrying their D's dresses around and somehow that struck me as funny. May be they were actually smarter than me, because I carried her 10 lbs heavy sheetmusic "bible" around, and packed a snack & some bandaid's but that was about it :).</p>
<p>I so agree, about that "priceless" commercial, I was thrilled that she had some early acceptances, but also sad that "it was over". </p>
<p>Don't let anyone tell you not to get involved. This time you get to spend with your child is something to treasure and cherish for a long time. You will carry all these crazy audition memories with you forever. I for one will miss her tremendously, but I am so happy that she let me be part of her journey.</p>
<p>My son is a junior and I have just enjoyed reading so many great responses and helpful ideas. I feel like we are only just beginning a very special journey, and I am nervous, proud and excitedly looking forward to the next year and a half with him. Thank you to all, and looking forward to getting to know other parents and students from the class of 2009. Good luck.</p>
<p>I like MichaelNKat's term "administrative". How much a student can do probably depends on their schedule. I know it would have been virtually impossible for my D to have managed staying organized with her schedule. She applied to 15 colleges (9 audition) and while some of the essay topics overlapped many of them were unique. So she wrote many essays and filled out many applications. </p>
<p>I counted alone one day 8 hours I spent towards financial aid applications with runnning to UPS making copies and mailings. Both she and I double checked websites to insure that materials were received. And I did follow up calls for her at the schools when materials were lost - and some schools did lose some of the transcripts, etc that were sent. I made all the travel arrangements after she informed me of her schedule and she researched audition dates and decided when she could audition at each school. I did the trips to the library checking out monologues in addition to her own research.</p>
<p>From the student perspective - she continued a rigorous senior year course load with AP classes and was striving for a 4.0. She took voice lessons, dance lessons and some acting lessons. Most of the trips required missing school on Thursday and/or Fridays so she had to go into school early or leave late to makeup tests and put in extra work on missed assignments. </p>
<p>Her theatre dept assigns roles by seniority. So she had been waiting to be eligible for those leads. Unfortunately with the audition schedule she had to give up a couple of those as she was going to be out of town during rehearsals so opt'd for a more minor role. Even so she ended up with almost nightly rehearsals of one kind or another plus fitting in morning and evening meetings of clubs where she has a leadership role. </p>
<p>She ended up I think averaging about 6 hours of sleep a night during audition season or less. The 2 things I did for her was ease up on some household chores and insist she quit her job. She's fiercely independent and likes making her own money and paying for herself. Since she doesn't suffer from any sense of entitlement I thought that was one thing that could go. </p>
<p>I'm always exhausted just watching her under normal circumstances. This experience pushed her to the brink. I think it was probably great experience at juggling for when she is in college cramming for finals, etc.</p>
<p>I am a junior! Hooray! </p>
<p>I've been looking at all of the Major MT colleges and have narrowed my list down to 12 schools.
I've been looking at audition requirements for the twelve schools.
I've been really taking time off from performing to focus on training and my school work.
I've been talking to a noted college graduate who said she would love me to train with her program over the summer that will prepare me for college auditions.
I've started a little vase of money to be used for college audition trips and expenses.
I've been reading a LOT of plays to maximize my dramatic knowledge.</p>
<p>And so much more.</p>
<p>Thanks for the lists you guys have posted! This place is amazing.</p>
<p>Mattheww - sounds like you are ahead of "the game" and on the right track :)! Can't wait to read about your experiences along the way!</p>
<p>I can't wait to experience them!</p>
<p>matthew from mdn?</p>
<p>Of course, Holly.</p>
<p>:)</p>
<p>Love you, girl.</p>
<p>I have been looking at this site for 5 years. My best friend's son was applying so she had me see what applying to a MT program was all about. My D is now a junior. She started preparing this year looking at various schools and their programs. She continues training in voice, dance, piano and gymnastics. I look forward to getting to know parents from the class of 09. Our kids have a busy but exciting journey ahead of them.</p>
<p>MTgrlsmom, for the binder, did you purchase the sheet music individually or did you copy it from the scorebook? I remember reading in one of the posts that schools wanted proof that you purchased the material. Did you run into any issues with a binder?</p>