Counseling Students Who Think They Can: Dance, Sing or Act

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Amy Goldin, and NYC based Performing Arts admissions expert shares her experience and tips for helping students apply to Performing Arts programs.

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Counseling Students Who Think They Can: Dance, Sing or Act

  1. 1. 1   Counseling  Students  Who  Think  They   Can:  Dance,  Sing  or  Act  
  2. 2.       On-­‐site  and  Distance  Consul1ng   Counselor-­‐2-­‐Counselor  Services   Workshops,  Clinics,  Community  Presenta1ons     Please  visit:   www.performingartsop1ons.com   Presented  by     Amy  Goldin,  B.S.,  M.S.         2  
  3. 3. •  Degree  Basics   •  Types  of  Schools   •  Dual/Double  Studies   •  Specific  School  Informa1on     •  Audi1on  &  PorJolio  Tips   •  How  to  use  MyCCA  for  Performing  Arts  Students   •  Key  Ingredients  of  a  Successful  Performing  Ar1st   Today’s  Topics   3  
  4. 4. Performing  Arts  Degree   •  Dance:     •  B.A.,  B.F.A.,  B.S.       •  Music:   •   B.A.,  B.M.,  B.M.E.,  B.S.   •  Theatre:     •  B.A.,  B.F.A.,  B.S.     •  Film/Film  Studies:     •  B.A.,  B.F.A.     •  Dual  Degrees  &  Double  Majors,  Majors/Minors   •  Hybrid  Programs  
  5. 5. •  BFA,  BM,  BME,  -­‐  very  likely  to  be  audi1on  or   porJolio-­‐based,  pre-­‐professional,  and  require  some   (maybe  few,  maybe  hardly  any)  gen  ed’s           •  BS,  BA  –  may  or  may  not  be  audi1on-­‐based.  Likely  to   have  more  spread  of  Gen  Ed’s  and  elec1ves     Audition  v.  Non-­‐Audition  Degrees   5  
  6. 6. •  Some degrees are deceptive – labels do not always tell the tale. •  Even when an audition is not required for admission, there may be other situations that will require auditions. •  Some non-audition programs may have audition- based scholarship opportunities. Audition  vs.  Non-­‐audition  Caveats   6  
  7. 7. •  Stand-alone Conservatories are… •  MOST Highly Selective •  NOT only for Classical Music “Approximately 1,000 candidates now audition for about 18 places in each year's freshman class…of actors.” http://www.juilliard.edu/college/drama/index.html (2010) •  Conservatories, Performing Arts schools or departments that are embedded in Liberal Arts colleges and universities •  Professional Schools: non-profits, for-profits Types  of  Schools     7  
  8. 8. “It's  'me  to  choose  between  the  two  of   them,  I'd  be3er  make  a  start.     Someone  help  me  make  up  my  heart.”         Andrew  Lloyd  Webber,  “Starlight  Express”     8   Double/Dual  (D/D’s)  Studies  
  9. 9. What’s  the  Difference?   Old   Major/Minor     Double  majors     Newer   Dual  majors     Dual  degrees   B/M  combos   Newest   Collabora1ons  among  schools  for  PA  students  in  the  double  or  dual   process   School-­‐developed  mul1-­‐programs  for  PA  students   9  
  10. 10. •  Fact: A college degree is not necessarily a requirement for a PA career •  exceptions: areas with licensure or certification requirements •  Fact: A degree in a performing art is not necessarily a requirement for a PA career. •  Fact: A degree in a performing art is not necessarily a guarantee of a PA career.   “Who  am  I  anyway?  Am  I  my  resume?”   Marvin  Hamlisch,  “A  Chorus  Line”     10  
  11. 11. •  Training   •  Performance/internship  opportuni1es   •  Experience   •  Repertoire     •  Networking  towards  career  op1ons     •  Gateway  to  addi1onal  academic  opportuni1es   So  why  get  a  degree?     11  
  12. 12. •  Logis1cs   •  Aesthe1cs   •  Parental  Concerns     •  Career  Concerns   Why  D/D  Studies?   12  
  13. 13. •  Unique  demands  of  1me,  effort,  learning,  emo1ons,   on  Performing  Arts  students   •  Usual  academic  and  social  demands  of  college  life   •  Lesson  1me/prac1ce  1me/prac1ce  &  studio  venues/ equipment  requirements   •  Rehearsals,  Performances     “Musicians  work  when  other  people  don’t.”   (NYC  voice  teacher/performer/Cantor  Sandra  Goodman)     Logistics “Only practice on days that you eat.” Music educator Shinichi Suzuki 13  
  14. 14. •  Performing  ar1sts  may  “march  to  the  tune  of  a   different  drummer”   •  Some  students  may  be  equally  passionate   about  mul1ple  studies   •  Technology  &  Social  Media:  a  double  edged   sword  for  Performing  Arts  students   Aesthetics   14  
  15. 15. Uncertain1es  of  geang  and  maintaining  good  jobs  in  the   Performing  Arts.     Parents  want  some  kind  of  hope  that  their  children  will  be   able  to:   •  Leave  the  nest   •  Pay  their  own  bills   •  Get  a  job/career  that  offers  employee  benefits  (esp.   health  benefits)     •  Be  happy   Parental  Concerns   15  
  16. 16. •  Parents  may  be  suppor1ve   •  Parents  may  be  OVERLY  suppor1ve   •  Parents  may  be  wary   •  Parents  may  be  indifferent   •  Parents  may  be  strongly  opposed          Impact  of  Parent  Attitudes  on            Performing  Arts  Students’  Aspirations   16  
  17. 17. •  Time  it  takes  to  find  job(s)   •  Effort  to  “sell”  yourself,  over  and  over  again   •  Dealing  with  rejec1on   •  Understanding  the  world   •  Ongoing  (life1me)  study   •  Working  with  professionals  who  know  a  lot   more  than  you  do;  how  to  not  get  burned,   used,  exploited…   PA  Career  Concerns   17  
  18. 18. “The  1me  to  pursue  a  career  in  the  performing  arts  is  when   you’re  young  and  cute,  energe1c  and  fundamentally  unaeached;   can  run  errands,  get  coffee,  travel  to  remote,  perhaps  difficult   places,  do  grunge  work;  learn  lines,  staging  and  choreography   rela1vely  effortlessly,  endure  impossibly  long  rehearsals,  do  8   (or  more!)  shows  a  week,  keep  yourself  in  high  energy  and  great   shape,  and  can  live  on  ramen  noodles  and  odd  jobs.     You  can  always  go  back  to  graduate  school.  You  can’t  always  go   back  and  try  to  make  this  kind  of  career  happen.”     -­‐  Amy  Goldin,  COPA,  Inc.     So,  why  risk  it?  Why  walk  on  such  shaky  ground?       18  
  19. 19. •  Curriculum  Gateways     •  Opportuni1es  to  con1nue  with  performance  studies,  while   also  pursuing  other  interests  and  perhaps  higher-­‐wage,  more   accessible  career  paths     •  Student  may  be  able  to  take  “major-­‐only”  courses,  get  “major   –only”  perks   D/D  Studies:  Pros   19  
  20. 20. •  Depth  and  breadth  of  college-­‐level  and  professional-­‐level   courses   •  Private  lessons  (music)  or  studio  classes  (dance,  theatre)  or   studio  1me  (technology  areas)   •  Networking,  networking…   •  Higher  level,  more  pres1gious  creden1als     More  Pros:   20  
  21. 21. •  Doubly  hard  admission  processes,  audi1on  component   skews  conven1onal  “fit”  probabili1es   •  Limits  course  choices  outside  of  majors   •  May  take  more  than  4  years   •  May  rule  out  the  possibility  of  Study  Abroad   •  May  require  travel  between  2  different  campuses  or   loca1ons     D/D  Studies:  Cons   21  
  22. 22. •  Scheduling:    may  include  weekends,  evenings,  school   vaca1ons,  and  don’t  forget  to  include  1me  for   personal  rehearsal  and  prac1ce   •  Transferring  (schools,  programs,  majors)  is  tricky,   1me  and  credits  could  get  lost.  Some1mes  transfer   into  a  PA  program  is  not  possible.     •  Not  for  the  faint  of  heart.  It  could  be  a  tough  4  (or  5   or  more)  years!     More  cons…   22  
  23. 23. It  is  easier  to  format  a  D/D   process  within  a  B.A.  or  B.S.  –   harder  in  the  professional   degrees  (i.e.  B.M.,  B.F.A.)   The  Reality…   23  
  24. 24. No  maeer  how  hard  you  try,  or  how  much  you   want  it,  some  PA  majors  simply  do  not  lend   themselves  to  facilita1ng  a  double  or  dual   program.  And  some  students  are  not  cut  out  for   the  diversity  of  studies  and  overwhelming   demands.         “And,  in  the  end…”   Sir  Paul  McCartney   24  
  25. 25. •   Juilliard/Columbia:  2  program  choices:     •  Exchange  (4  yrs.)     •  Joint  Program  BA/MM  (5-­‐6  yrs.)     •  NEC/Tums  (2  Bachelors)  (5  yrs.)   •  NEC/Harvard  AB/MM  (5  yrs.)   •  Carnegie  Mellon  BXA  (4  yrs.)  Interdisciplinary  degree   programs   Examples       25  
  26. 26.   “The  five-­‐year  joint  program  with  the  Blair   School  of  Music  [and  the  Owen  Graduate   School  of  Business]  allows  a  small  cohort  of   par1cularly  mo1vated  students  to  overlap   their  undergraduate  coursework  with  work   toward  the  MBA,  facilita1ng  the  earning  of   both  the  undergraduate  and  graduate   degrees  in  five  years  (ten  semesters).”   Vanderbilt:  Blair  to  Owen       26  
  27. 27. •  Is it possible to double major? “Yes,  but  it  is  difficult.    The  Musical  Theatre  Concentra1on  is   a  credit  intensive  concentra1on.    Some  students  who  come   to  JMU  with  AP,  IB,  and  Dual  Enrollment  credit  do  choose  to   pursue  a  double  major  (School  of  Media  Arts  and  Design,   English,  and  Communica1ons  are  the  most  popular)  and  are   able  to  complete  both  majors  within  four  years.    Others   choose  to  minor  in  another  area  (Dance,  English,  History,   and  Non-­‐Profit  Studies  are  the  most  popular).    Many   students  who  want  to  double  major  choose  to  pursue  the   Theatre  Concentra1on  which  is  a  less  credit  intensive   concentra1on  [than  the  performance  program].”   James  Madison  University  FAQ’s   27  
  28. 28. •  Dual  Degrees   “These  programs  are  intended  for  applicants   to  the  School  of  Music,  Theatre  &  Dance  who   also  seek  the  technical  or  academic  studies   associated  with  the  College  of  Engineering,   the  Ross  School  of  Business,  or  the  College  of   Literature,  Science,  and  the  Arts.  Students   interested  in  these  degree  programs  must  seek   concurrent  admission  to  both  units.    Each  has   unique  admissions  criteria,  deadlines,  and   requirements.”     University  of  Michigan   28  
  29. 29.   “Double  majors  in  the  School  of   Theater,  Film,  and  Television  and   other  academic  units  are  not   permieed.”     UCLA   29  
  30. 30. •  Each  school  has  its  own  policies  and  procedures   •  Research  and  explore  websites   •  Connect  with  representa1ves  and  faculty   •  Visit  schools,  preferably  when  performances   are  taking  place   _____The  Bottom  Line_____   30  
  31. 31. •  Prescreens:  Required?  For  what  majors?  What  are  the   requirements,  deadlines,  procedures?     •  Audi1ons:    Apply  before  set  audi1on?  Pay  close  aeen1on  to   deadlines!  Loca1ons?  (Travel?  Expenses?)     •  Audi1on/PorJolio  Guidelines:  Check  school-­‐by-­‐school.     •  Heed  requirements.  Don’t  submit  more  than  a  school  asks  for.   •  Recordings  do  not  need  to  be  done  on  pricey  equipment.   •  Audi1on  dates  tend  to  be  very  restricted  and  very  strict.   Audition/Portfolio  Tips   31  
  32. 32. Key  Ingredients  of  a  Successful     Performing  Artist   ©  COPA,  Inc.  2013   www.performingartsop1ons.com     32  
  33. 33. •  School  Lists/Shared  Comments   •  Milestones:  add  audi1on  info,  including   deadlines  and  actual  audi1on  dates   •  Tagged  lists  –  cau1on:  expect  to  update  lists   yearly   •  CSQ’s  help  students  and  parents  see  the   importance  of  academic  achievement   Using  MyCCA     33  
  34. 34. 34   Managing  made  easy  
  35. 35. 35   Engage  &  Empower  Students:     Save  yourself  time  
  36. 36.         On-­‐site  and  Distance  Consul1ng   Counselor-­‐2-­‐Counselor  Services   Workshops,  Clinics,  Community  Presenta1ons   Please  visit:   www.performingartsop1ons.com   COPA,  Inc.   College  Options  in  the  Performing  Arts   36  

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