<p>Hi all,</p>
<p>I'm a senior vocal performance major at MSM. If you have any questions about the school, the audition or NYC in general, I'd be happy to help.</p>
<p>p20</p>
<p>piglet20--
MSM has an apartment building that is guaranteed for freshmen and sophomores. What about upperclassmen or graduate students? What has been your performance experience and what do you think you'll be doing next? My daughter is a soprano and MSM is the one NYC school on her list because of the housing--that was me! Thanks.</p>
<p>My daughter's voice teacher recommended we look at Simpson College for vocal performance (opera) because of his experience with the school through Des Moines Opera. Des Moines Opera was founded by Dr. Robert Larsen, who located it on the campus of Simpson College (Indianola, IA, 15 miles from Des Moines). Dr. Larsen teaches at Simpson College and still directs the Des Moines Opera. Many singers own aria books compiled by Dr. Larsen (and he plays the piano on the accompaniment CDs for these books). My daughter's teacher has sung many performances with Des Moines Opera and has worked closely with Dr. Larsen and the vocal staff at Simpson. He thinks highly of all the people connected with DMO and Simpson.</p>
<p>We visited Simpson this week and my daughter auditioned for a vocal scholarship. The entire music department came for her audition, not just the vocal staff. When her audition was over, the entire staff participated in a short interview. (And we were allowed to be in her audition and took part in the short interview.) After the audition, WE had an interview with Dr. Larsen in his office. Then a student took us to lunch (complimentary of Simpson) and talked with us over lunch, another student took us on a tour of the campus (including getting to see a dorm room being lived in), and then we had an interview with an admissions counselor. My daughter also received a free Simpson t-shirt. Talk about special treatment!!!!</p>
<p>Everyone was so very nice and encouraging. Many of the music staff stopped and had conversations with us in the hallways and the office. I feel it was an indication of the indvidual attention the students receive there. The music class sizes are 10 - 14 per class. (Good thing for theory class!!!!) The school is small, about the size of your average high school.</p>
<p>ALL students receive private piano lessons, not piano class. There are no graduate voice students, so undergrads are not competing (and losing) for roles against graduates. The semesters are 4-4-1 (4 months in the fall, 4 months in the spring, and 1 special month at the end of the year). The 1 month is used for special classes and opportunities. Every other year the 1 month is used for an intensive opera workshop where 50 - 60 scenes are staged/performed. And on the other year, the madrigal choir goes on tour to Europe (this year they're going to Paris or Brussels, I think). </p>
<p>When we spoke to the admissions counselor, she told us that about 30 music students receive music scholarships every year. We were told that if we were trying to decide between Simpson and another school and money was playing a part in deciding against Simpson, to give them a call and give them an opportunity to find more money. When my daugher auditioned for Hart, we were told in the orientation NOT to call them and try to negotiate for a better scholarship as they will NOT enter into negotiations. </p>
<p>On the negative, Simpson is such a small school that it is not a conservatory or even a school of music. It is simply a music department. BUT, all of Simpson College is made up of departments, not colleges or schools, because the college is so small. On the positive, you do not have to audition to be accepted to the music department. She was actually accepted to the college before going to the audition. The audition was merely for a scholarship. That did not factor at all in her decision to apply (we only found that out afterwards). When she received her admissions letter (before going for the scholarship audition), they told her that she already has an academic scholarship to start off with (25% of the tuition). </p>
<p>My daughter has auditioned for 3 schools (has 2 more to go) and is totally sold on Simpson. The other schools are more presitigious schools, but we really feel Simpson is the best kept secret. We are so impressed with the staff and the quality of students (the accomplishments they have made in their careers following Simpson). The opportunity to work with Dr. Larsen on such an intimate level is impressive just by itself.</p>
<p>Hi Ariamom,
Returning students have first dibs on rooms in the dorm. Also, there are several floors that are reserved for grad students, so in general, getting (or keeping) a room at the dorm isn't something to worry about, AT ALL. I'm surprised you didn't look at Juilliard-- they also have a dorm. I hear it's very small, though.
My performance experience at MSM has been really good. I got the lead in the musical theatre show my first year here, I've been in a mainstage opera, and this year I'm the lead in the undergrad opera. This is in addition to the "mandatory" performance opportunities, like Junior Opera Scenes and required recitals. I've also made a lot of connections with composers who have hired me to premiere new works. However, none of these opportunities were handed to me on a silver platter (except the required ones, like the recitals). MSM doesn't baby its students, which often times can be hard for very young singers. For me, it's made me stronger and more dedicated to singing. It's forced me to be self-motivated, which is essential for a career in opera, where NOBODY'S going to be holding your hand and telling you exactly what to do next. It's a very fluid, self-determined career, and you have to have a lot of resolve and drive. MSM is much like the "real world" in that way, and I believe, prepared me well for a career in opera.
I am taking at least a year off after graduation, to let my voice develop. I'm staying in the city, getting a day job, taking lessons with my teacher, and probably doing some workshops.</p>
<p>Just thought I'd share some info on a school you don't hear much about on these boards.</p>
<p>DS (cello) took a trip to Des Moines to audition for admission to Drake. He did so at the urging of the prof, who knew him from summer music camp. I spent several days trying to find a direct flight that would allow us to board with cello, and said prof offered to let him use a department instrument. After some careful thought, we decided to accept the offer even though S was understandably a bit uncomfortable with the idea of auditioning on a strange instrument. I think the fact that she already had a sense of his ability tipped the scales. </p>
<p>I will be honest - I didn't know much about Drake and didn't have high expectations (my East coast bias, I'm afraid), but both of us were pleasantly surprised and he left feeling very enthused about the place. What really impressed us (in addition to how pleasant everyone was) was the caliber of the student performances we attended. The performances were polished, the performers highly professional, moreso than we've seen at many other institutions. (And we have some experience with this, as DS's older brother is a music grad student in NYC.) I want to emphasize the word "polished" - all too often we've seen an ensemble or soloist tackle a tough piece and manage to "get through it" but not "perform" it. I find it difficult, as an audience member, to enjoy myself on these occasions - instead of losing myself in the music, I'm bracing myself for the next clunker and willing the performers to stay together or get in tune. This was not the case at Drake. The abilities and poise displayed by all of the student performers (vocalists, chorus, strings, piano, instrumental duets) won us over. It didn't hurt that the performance venue had really good acoustics either.</p>
<p>We found the faculty highly congenial and accessible during our visit - there seems to be much camaraderie within the school. The music department appears to be on the rise - they've got a new orchestra director from Tokyo, added some highly qualified faculty, and seem to have no problem securing funding for the program. As one faculty member told us, she's yet to hear a request to administration answered with a "no". </p>
<p>It's easy to get to - the airport is but 5-6 miles from the campus. I will say that the area around the school seems a bit "tired", but it did not give the impression of being dangerous. Students can ride the municipal bus lines for free by showing their IDs. The campus has plenty of open space, but is small - getting from one end to the other is but a 5-10 minute walk. There's a Holiday Inn Express just across the street, and the Drake Diner next to it serves great food.</p>
<p>I'd be happy to provide more info on our visit to anyone who might be interested.</p>
<p>Piglet-
Thanks for the response--so much of any situation is what you make of it. I think the connection to new works and composers is really exciting and one of the upsides to a conservatory experience at the undergraduate level. My daughter is no shrinking violet so I know she will dive right in wherever she goes. Best of luck in your "gap" year!</p>
<p>I took a trip to Chicago last week and managed to squeeze in a college visit at the CCPA at Roosevelt University, and I am just now getting a chance to post my experience.</p>
<p>Before I begin, please note that this review comes from the perspective of a prospective undergraduate vocal performance major. </p>
<p>First of all, the Chicago campus is located on Michigan Ave in Downtown Chicago--i.e. the arts district! The campus sits only a couple blocks away from the Chicago Lyric, above Chicago's Auditorium Theatre, and surrounded by several other schools such as Columbia College and Depaul.</p>
<p>The actual school building is just that: one building. However, I do not consider that a disadvantage considering the elimination of any trans-campus treks in below-zero Chicago winters. Besides, the music department has its own floor, including classrooms, of course, a concert hall, a regular stage area, and practice rooms, all to itself. I should mention that the building was a hotel built in the 1930s; the hotel where the Chicago police arrested Al Capone. Picture a library that was once a masculine lounge, a concert hall with the frills of a vintage dining room, and light fixtures designed to boast having electricity in the hotel. It has oodles of character and old-fashioned charm--simply beautiful in my opinion.</p>
<p>But, more importantly, all of the music students seemed happy and very close. There are only 350 students, including grad students, certificate students, and undergraduates, in the music conservatory. The ones I met were quite nice, as were the admissions counselors and teachers.</p>
<p>In fact, the teachers surprised me with kindness and welcoming. I audited lessons with two teachers and had a lesson with a third. I will not give any comments about them just yet because I do not feel that I can judge justly without having more schools and teachers to which to compare them. However, I will say that all of the voice faculty are and/or were prominent performers. As in Metropolitan Opera and/or Lyric Opera.</p>
<p>As far as the facilities, the CCPA has an all Mac computer lab with music software. The piano lab used for piano class has a class set of upscale keyboards with weighted keys. There is also a music library (not electronic, a paper one!) open for the students to copy and research music--a great resource. The practice rooms, though mostly full in the middle of the day, are plentiful and adequate.</p>
<p>Being a conservatory, Roosevelt requires very few general ed. classes for BMus. degree. I also got the vibe that the school discourages lessons in a secondary instrument, claiming that "you will be busy enough with one instrument because every teacher demands that you give 150%." I do not know if that ideology is negative or uncommon, but there it is. This school is serious about music.</p>
<p>So, there you have it! That is my review. I hope I conveyed my overall positive feeling about the school. Now I need to visit another school for comparison...</p>
<p>Hi Everyone-</p>
<p>I just graduated from Northwestern University as a Voice Major, and I worked in the office of undergrad admissions for 2 years and the office of music admissions for a year. So if you have any questions about housing, campus life, whatever that would help you make your decision, let me know. I'd love to help and I LOVE MY ALMA MATER. </p>
<p>Though it's been 4 years, I remember my auditions very well and can offer opinions on other schools as well.</p>
<p>Hi beci,</p>
<p>I hate to get down to the nitty gritty right away, but does Northwestern offer decent financial aid?
I have visited campus before and heard the financial aid spiel about loans and such, but what about merit aid--loan-free aid?
College costs money, and financial aid cannot pay for everything, but it is an issue--especially at a top-tier, and thus high-tuition, university such as Northwestern.</p>
<p>Thanks in advance!</p>
<p>Hi beci,</p>
<p>I hate to get down to the nitty gritty right away, but does Northwestern offer decent financial aid?
I have visited campus before and heard the financial aid spiel about loans and such, but what about merit aid--loan-free aid?
College costs money, and financial aid cannot pay for everything, but it is an issue--especially at a top-tier, and thus high-tuition, university such as Northwestern.</p>
<h2>Thanks in advance! </h2>
<p>Hi M.Rom!</p>
<p>Northwestern does in fact offer decent financial aid. Let's expand that, they offer fantastic financial aid! </p>
<p>They provide only need based aid, not merit aid. I hate to sound like a snob, but to explain why we don't have any merit based aid is because everyone has to be amazing to go there, so it would be impossible to give every single person merit aid that deserved it. They claim there are music scholarships but I've never met a single person who received one, and the school of music is pretty small. It's easy to know everyone. So basically the music scholarships are non-existent. They offer non-loan aid in the form of grants/scholarships/work-study. I got fantastic aid there, and have very few loans. They just invented a loan cap, where no student can graduate with more than a certain amount in loans for their entire 4 years. I don't remember the exact number, but it's extremely low. On average, Northwestern students graduate with the least amount of debt in all the schools of the Big 10, and we're the only private institution. If you are unhappy with the amount of financial aid you receive, you can always send in an appeal. They are very reasonable at NU. They work really hard to make it possible for everyone to attend who is accepted. They don't make it easy necessarily, but they do make it possible. I know you said that you've heard the financial aid talk before, so I won't go into too many more details. </p>
<p>But take it from someone who went there, the financial aid is really good and they do everything they can to meet your family's need.</p>
<p>Thank you so much for the information, beci!</p>
<p>As far as the loan cap, it stops at $20000 last I heard, but I am not sure if that was for one year or for all four years. If it is $20000 over four years, as you suggested, that's great!</p>
<p>As far as financial aid in general, I guess everything is relative. It all depends on how "few" one considers "very few loans."</p>
<p>If you do not mind answering more questions, I have a few about the voice program. :)
I know NU has a strong musical theatre department, but I am strictly interested in classical/opera. How strong is classical voice at NU? How is the voice faculty? I know Theresa Brancaccio had several students place in the Chicago NATS competition. Do you know anything about her, or do you have any other recommendations as far as voice teachers at NU? I am a soprano--if that makes any difference in who I might consider for a voice teacher.</p>
<p>Thanks again!</p>
<p>M.Rom, some highlights of Northwestern's music scholarships here: <a href="http://talk.collegeconfidential.com/music-major/394705-northwestern.html?highlight=Northwestern%5B/url%5D">http://talk.collegeconfidential.com/music-major/394705-northwestern.html?highlight=Northwestern</a></p>
<p>I have no knowledge if the program Sam Lee discusses has gone forward, but it mau be a starting point.</p>
<p>Thanks for the link, violadad. From my research and the thread you provided, it appears that Northwestern provides aid primarily based on need.</p>
<p>Hi Beci:</p>
<p>I'm really surprised to hear what you said because I had not 1, not 2, not 3, but four different conversations with the Music School admissions office to confirm this statistic -- that 80% of the music school students get 80% of their tuition covered with scholarships. I couldn't believe it the first two times I heard it -- that's why I had to go back twice to get confirmation. I don't want to name names in public but I can tell you who I spoke with. Where do think I might have misunderstood?</p>
<p>Here are my thoughts about School Visits and Practice Lessons</p>
<p>I, mother of a prospective vocal performance and music education double major daughter, took on the administrative and logistical aspect of the school visit and practice lesson scheduling process. I know that a lot of parents may be against this (don't be a hovercraft -- let the kids do it themselves), but when you have a kid who is up her eyeballs in AP classes, tutoring for SATs, SATs, community opera, two hours of music lessons per week, leading an a capella group, etc. there wasn't much time for her to take on the administrative and logistical aspects of arranging for practice lessons and school visits.</p>
<p>About two weeks before each scheduled trip, I would email all voice and music education faculty requesting practice lessons and/or meetings. The emails enclosed an updated copy of my ds resume and repertoire. We also arranged to audit master classes and other classes, time to meet with the chair of both the vocal program and music education, and to take tours of the music schools. We usually had to follow-up with about 30 percent of the faculty, urging them to respond to our requests for practice lessons, but that was okay. Ultimately, however, for each day on campus, we ended up scheduling almost every single minute between 8:00 a.m. and 6:00 p.m. with barely a moment for lunch. </p>
<p>Ultimately, it was this experience travelling to 12 schools that helped our daughter to reduce her list from 12 schools to seven. </p>
<p>Five hundred emails, 12 junior-year trips, and seven audition trips later, I can tell you (and I think our daughter would agree) the process worked; that our daughter got as much as possible from the 12 trips that we made, that she received incredible insight from each practice lesson and master class she audited. She developed what I hope will be long-term relationships with faculty throughout a number of schools. This could help her should she chose to transfer, need help getting into graduate school, or perhaps even professionally. An added benefit -- wherever she had a practice lesson and the school required a pre-screening CD, she was relieved of the requirement except in one case. Throughout the year between her practice lessons and auditions, she received repertoire advice and general mentoring, invitations to summer programs, and overall encouragement. When she returned to the schools for auditions, she was warmly welcomed by the people she had previously met, not in all cases (some schools tried to maintain an arms length during the audition process) but in most. This gave her the self-esteem to do well during her auditions and confidence to travel alone to many of the schools -- we were running out of travel money!</p>
<p>Before initiating this entire process, I had my daughters voice professionally and independently evaluated by two different voice professionals. Not being educated enough to judge my daughter's talent, I wanted someone who knew what they were talking about to gage her marketability so that I could reasonably set expectations and help in developing an overall strategy. The feedback that we got was very encouraging and supported the idea that the selection of music school was ours to make. So together, we chose our daughter's target schools accordingly. So far, it has worked out.</p>
<p>So, embarking on these trips and the series of practice lessons, we had an idea of what the reception would be at different schools. Nevertheless, we initially made the mistake of listening to comments from practice lessons as a gage as to whether she would get in or not. When D received what we perceived as negative comments from the first few visits, she took those as criticisms and tried to address them with her voice teacher which was not necessarily appreciated (nor appropriate). It was only after the first two or three trips that we re-calibrated our ears and our mental set. The purpose of the practice lesson is not necessarily to be a pre-audition, but to determine student/teacher compatibility. The comments that we initially took as criticisms, really should have been viewed as areas the professor would work on should our D select that particular prof. as her teacher. </p>
<p>Also, from our experience and from a few of the comments Ive read on CC, it seems that some professors have ulterior and more aggressive motives insofar as practice lessons go. Their practice lesson objective may be to snare students and get them committed in a teacher/student relationship even before the institution has admitted the student. In a few cases, it seemed almost as if they have some kind of quota to meet. Maybe they do? I guess this is the downside of practice lessons, but something that can be controlled with a little "adult supervision." </p>
<p>Another note on master classes. Prospective students should be encouraged to attend as many of these as they can fit into their visit schedule. Attending the master classes gives the student an idea of the caliber of student attending the school as well as the caliber of instruction. The students also get to see how the students and faculty interact in a way that is not possible using other venues. </p>
<p>Faculty responsiveness to emails, their friendliness, and courtliness during the email correspondence phase speaks volumes about the music schools culture, the respect it inculcates, and faculty interest in cultivating meaningful student/teacher relationships. I can tell you that in most cases, I was impressed with the quality of email interaction my daughter received. For example, many of the professors demonstrated that they had thoroughly read my daughters resume and her repertoire lists; they asked questions, and provided positive feedback. When a school establishes a pattern of not interacting in this way, it tells you something about the school.</p>
<p>So, thats my experience I hope it's helpful. Im interested in yours.</p>
<p>KeyofH, thank you for the specifics. We're now moving into late junior year and beginning to think about setting up trial lessons (will keep you posted about which instrument; current report is "leaning towards viola"); your warnings and experience will help us out a lot!</p>
<p>You are very welcome Stradmom. Good luck to you and may both of you and your musician enjoy the journey as much as I have!!</p>
<p>My D and I will be doing the Ohio schools visits over spring break. Oberlin, CIM and CCM. I had heard that the vocal program at CIM has lost some of its appeal. Any input on that?</p>
<p>POTOMOM: I don't have any input on CIM, but I do on Oberlin. Of all the schools we visited, the best vocal students were at Oberlin and we heard only freshmen in the masters class we attended. They were incredible. However, my daughter didn't seem to "synch" with any of the prof's so she didn't apply there. She was also looking for a more diverse student population. She has a close friend, however, who was accepted and will be going there. This same young lady attended vocal camp there last summer and found it to be an amazing experience.</p>
<p>Just crosslinking to a seperate thread started by WorryDad, detailing his Canadian college music trip. <a href="http://talk.collegeconfidential.com/music-major/675555-my-experience-canada.html%5B/url%5D">http://talk.collegeconfidential.com/music-major/675555-my-experience-canada.html</a></p>