<p>Anyone have any experience transferring as a sophomore to McGill? We're specifically interested in their transfer credit policies.</p>
<p>[Frequently</a> Asked Questions | Music - McGill University](<a href=“http://www.mcgill.ca/music/future-students/undergraduate/frequently-asked-questions]Frequently”>http://www.mcgill.ca/music/future-students/undergraduate/frequently-asked-questions)</p>
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<p>Thanks! Does anyone have any actual experience doing this, though?</p>
<p>A very large percentage of McGill’s students start as sophomores because they graduate from a CEGEP prior to entering McGill (a CEGEP is a cross between a high school and a junior college and offers the equivalents of grades 11, 12, and first-year university). Hence McGill officially refers to the freshman year as year 0 and the sophomore year as year 1. So yes, thousands of students every year have experience transferring in as sophomores.</p>
<p>As to actual personal experience writing the placement exams which determine credit for music courses: my son and friends went straight from high school to McGill and sat the same placement exams that a transferring sophomore would sit. I got the impression that Schulich is quite generous with credit. I know that some music schools are very miserly in granting credit for music courses taken elsewhere; Schulich is not. My son seemed to think that almost everyone coming straight out of high school got some credit based on the placement exams, so I assume that a person coming from another university where they studied music for a year would get tons.</p>
<p>It would be difficult to not get the first keyboard course credit unless you’ve never touched a keyboard or never played a scale on one. It is considerably more difficult to get the second keyboard credit–you need not only good sightreading skills, but also some decent skills at transposing at sight and harmonizing at sight.</p>
<p>The first year music history is also quite easy to get credit for; if you have taken a university music history course, then I can’t see how you could not obtain credit unless you had an exceptionally poor initial grasp of the ideas plus a very poor memory.</p>
<p>S placed out of both semesters of first year musicianship (aural training/ear training at some other institutions). I would think that almost anyone that completed a first year as a music major would place out of/get credit for the first semester; if you have a decent ear, then you should place out of the second semester also.</p>
<p>S chose to write only the first semester theory course placement exam and placed out of the course. He seemed to think that he could have placed out of the second semester course, as well, but we both felt he should take the course. Depending on what your background is, I think you might be able to successfully challenge more than 2 semesters of theory.</p>
<p>S has a couple of pianist friends that transferred in as sophomores. My recollection is that they had no difficulties transferring or gaining adequate credit. One transferred from a reputable American liberal arts college and another from a good Canadian university.</p>
<p>If your child is marginal academically, then it would be beneficial to get specifics on each of the placement exams so that he/she can prepare. We got a copy of the first-year history text a couple of weeks before (but I don’t think my son every touched it).</p>
<p>Sorry that I can’t help you with specifics on the transfer of non-music courses–with many receiving institutions, the granting or withholding of credit can be very specific to the sending institution (i.e. person transferring in from U of X gets tons of credit but another person with equally good grades transferring in from U of Y which is an equally good school gets little credit).</p>
<p>Hi, I transferred to Mcgill from NYU as a sophomore in 2010, was a tough transition I felt… I am a musician, but since I haven’t been taking private lessons and practicing piano (my main instrument) regularly for a couple years, I was not competent enough to enter the B.Mus. I am currently taking required courses for a Major in Music through the Faculty of Arts, taking alongside of it another Major, English Cultural Studies. </p>
<p>I would have to say that I feel very far behind, my classmates in the music courses were all freshmen and had completed more required courses than me since I had transferred. Also, I got to Montreal too late to sit the Keyboard Proficiency Tests last August. I will be sitting them this year. These keyboard required courses MUSP 170 and 171 are intended to be completed in U0, but I am entering my third year. It’s not a big deal but it does mean ill take at least 1 extra year to graduate, and maybe some summer classes.</p>
<p>I was wondering if any of you have sat the Keyboard proficiency tests, for MUSP 170 and 171? Piano IS my main instrument still, but I am doubting my confidence on the instrument and abilities since I’ve fallen out of playing regularly for so long. Could anyone give me any tips about it? Is it better to prepare a ‘prepared piece’ that is relatively simple given that people who sit the test are non-keyboard players? Or can I play a Debussy piece for instance. Do they ask you to play a BUNCH of scales and arpeggios? Thanks for any help here, I really need to pass.</p>
<p>Bassmom, you didn’t mention whether or not your son or daughter is currently in a music perf program, where, etc. One thing to note is that theory levels at a Canadian university are often daunting to American students who have not had advanced theory background in HS or private lessons. That is because in provinces like Ontario, theory (and composition) forms part of the 12U music credit, which is designed for students seeking university level musicianship. </p>
<p>That is not to say that McGill is not generous with transfer credit, etc., but that might explain why the above poster (who by the sounds of it wasn’t taking music at NYU) might be finding the transition a little rough.</p>
<p>So your mileage will vary depending on your student’s background and exposure.</p>
<p>My son decided not to transfer after all, but I hope this info comes in handy for others.</p>
<p>Yunazunto: For my son’s keyboard proficiency test at Schulich, he did not have to play any repertoire. Instead, they expect scales, chords, sight reading, and possibly transposition and harmonization at sight. You will almost certainly get credit for the first keyboard class. I would suggest you contact the school to get the exact requirements for the keyboard proficiency tests.</p>
<p>So the placement for keyboard prof. is not about performing but about practical skills that you can use as you study theory or accompany students etc… Practice your sight-reading, transposition, harmonizing at sight, and random scales and chords.</p>
<p>hey yunazunto,</p>
<p>I’m an incoming freshman at Schulich this fall. They sent us a packet with specific placement test requirements:</p>
<p>Keyboard Proficiency [MUSP 170] - Test 1
This test determines placement in/exemption from course MUSP 170. Playing requirements of the Keyboard Proficiency Test: (1) emphasis on sight reading [simple two-part piece using treble, bass, (and some alto) clef; good accuracy and consistent tempo]; (2) technique and keyboard rudiments [scales, triads, and arpeggios, through 2 octaves with hands together; fluent recognition and playing of triads, dominant and diminished seventh chords, in root position, in abstract and key-based contexts]; (3) prepared piece [contrapuntal texture in two or three parts, or simple homophonic texture (level equivalent to McGill Conservatory Secondary III)].</p>
<p>Keyboard Proficiency [MUSP 171] - Test 2
This test determines placement in/exemption from course MUSP171. Playing requirements of the Keyboard Proficiency Test: (1) keyboard harmony (all major and minor keys to four sharps or flats) - basic harmonic progressions (e.g., I, IV V I, I II6 V I, I IV V VI); resolution of dominant seventh chords (dominant seventh, six-five, four-three, and four-two to tonic chord); longer progressions (e.g., I II6 V6/4-5/3 I, I VII6 I6 IV V7 I, I VI II6 V I, I IV6 V6/5 I); realization of elementary figured bass using the above vocabulary; harmonization of simple melodies; (2) elementary score reading - use of treble, bass, alto and tenor clefs; reduction of SAB vocal scores; transposition of a simple two-part composition (non-keyboard players) or of a simple song accompaniment (keyboard players) up or down a tone.</p>
<p>Hope that helps!</p>