Visual Arts Theatre Music Film Broadcasting

Visual Arts Theatre Music Film Broadcasting

GENERAL INFORMATION Selecting a College There are 4 different categories that represent the majority of programs in the US 4-yr colleges/universities offer a broad curriculum in addition to the arts courses you are planning to major in, ability to switch majors for students who are not 100% certain of their choice to focus on arts, generally a large college feel (New York University, Ohio State University) 4-yr performing and visual arts schools generally offer arts instruction in addition to a liberal arts program of study but all programs are more focused towards an arts perspective, granting degrees at the Bachelor s and Master s levels, students may not change majors outside of the arts, generally a small college feel. (Ex: Augustana, Fashion Institute of Technology) Conservatories professional schools designed to preserve and perfect the knowledge of the performing arts, look for polish from prospective students (Ex: Julliard, DePaul Theatre School, Boston Conservatory) Vocational/Technical Colleges aimed at teaching a student exactly what he or she needs to know to get a job in the field of their choice, coursework is practical and hands-on, some use these schools as a stepping stone to a 4-year education while others enter the workforce with a 2-year degree (associates, certificate, or diploma) (Ex: Junior/Community Colleges, The Art Institutes) Finding the Right Fit Begin the process as early as possible Take into consideration the student s artistic needs, location, enrollment, facilities, reputation, financial situation, and long term goals important to remember that in addition to classroom time students must dedicate many hours outside of the classroom rehearsing or practicing their art form and be prepared for critique and critical analysis of their work Majors - When picking a major, students should make sure to look beyond the name of the major and read the description of it as well as the curriculum to make certain the program is what the student is looking for - keep in mind different schools refer to their program by different names to appeal to different audiences

MUSIC High School Course Load recommended: 4 Years of ensemble coursework (Band, Orchestra, Choir) Two or more years of Music Theory At least two years of participation in small ensemble performances (Musical Pit, Jazz Band, Chamber Orchestra, Vocal Jazz, etc.). This will show range of styles. Possible community ensemble experience, auditioned groups (Chicago Youth Symphony Orchestra, etc.). College Degree Programs available: Bachelor of Arts in Music (BA) Bachelor of Music (BM) Bachelor of Music Education (BME) Double Majors: Music Performance and Education (BM/BME) Ad Hoc Degrees Double Degrees: Music and Liberal Arts; Music and Engineering; Music and Theatre Minors in a Secondary area: Music Journalism, Music Business, Music Theatre, Jazz Studies, Commercial Music, Music Technology, secondary instruments, etc. Self Evaluation The following questions should help you evaluate yourself and provide some guidelines or requirements for schools that will fit your needs. What areas of music interest me? What do I want to major in? What other subjects interest me? Do I want to major in Music, or would I be happy in an environment where I could concentrate on another field and minor in music? Do I want to get a double degree in Music and something else? Do I want to minor in something else? How strongly am I committed to devoting my life to music? What are my strengths and weaknesses? What areas of my craft do I want most to develop? Do I want a focused professional training a conservatory would give me, or do I want to study music within a broader liberal arts context at a college or university? What size school do I want? What geographic area do I want to be in? School Evaluation Remember that you are interviewing/auditioning the school and faculty as much as the admission staff/faculty are interviewing you. What is the focus of the program? What kind of atmosphere does the school have? What ensemble opportunities exist for me to perform with? How large is the school or university? How large is the music school/music department? Does the school s location suit my needs and preferences?

Does the program feature guest artists, artists-in-residence, or industry visitors so I can meet practicing professionals and learn the latest theories and techniques? How many faculty members teach my instrument and do they practice in their field? Are they the best choice for my needs at this time? How much time will my teacher spend with me? Will I study with the Applied Professor or a Graduate TA? How are teacher assignments decided? What are alumni of the program doing? What facilities are available for me to practice my craft? What kind of post degree placement does the school offer? How flexible is the school s curriculum at the beginning of study? Might I be able to pursue all my interests? Resume and Musical Background While most schools require you to complete an activity chart or list of extracurricular and school related activities, it is helpful for you to also supply the admission committee and specific faculty with supplemental information about your musical background. Some schools may have an actual music application in addition to the college/university application, while others do not. Remember that you are actually marketing yourself to each school that you apply. Suggested items to include in a portfolio: a repertoire list of works you have studied and performed in the last four years your current and former private teachers honors, awards, participation in special master classes or workshops solo and chamber music performances orchestral, choral or wind ensemble experience roles in school or outside productions secondary instruments or interests Audition It is important to contact each school you are wishing to audition for and ask for their specific audition requirements. Most schools expect at least two etudes/songs in contrasting styles. The audition is an extremely important process that you must prepare for. At times, a student will be accepted to the college/university, but NOT the school of music/music department due to a weak audition. Students should begin preparing for their college audition at least one year in advance of the audition date. Tip: It is not a bad idea to go through an audition at your least choice school first. This allows you to go through the nerves of the process before auditioning at your top choice school. Do not be surprised if you are asked to complete a personal interview, sight-sing, or complete a music theory exam as part of your audition process.

THEATRE, MUSICAL THEATRE THEATRE EDUCATION OR TECHNICAL THEATRE High School Course Load recommended: 3-4 Years of Drama coursework (Drama 1,2,3,4) At least three years of participation in school Theatre Productions. At least two years of participation in non-acting production work (Musical Pit, Tech Crew, Costume Crew, Props, Scenic painting, Directing). This will show range. Possible community production experience or auditioned productions (Community productions, Church productions, etc.). College Degree Programs available: Bachelor of Arts in Theatre or Theatre Education (BA) Bachelor of Fine Arts in Acting (BFA) Bachelor of Fine Arts in Musical Theatre (BFA) Bachelor of Fine Arts in Design and Technology for Theatre (BFA) Bachelor of Fine Arts in Acting/Directing (BFA) Self Evaluation The following questions should help you evaluate yourself and provide some guidelines or requirements for schools that will fit your needs. What areas of theatre interest me? What do I want to major in? What other subjects interest me? Do I want to major in Theatre, or would I be happy in an environment where I could concentrate on another field and minor in theatre? Do I want to get a double degree in theatre and something else? Do I want to minor in something else? How strongly am I committed to devoting my life to theatre? What are my strengths and weaknesses? What areas of my craft do I want most to develop? Do I want a focused professional training, or do I want to study theatre within a broader liberal arts context at a college or university? What size school do I want? What geographic area do I want to be in? School Evaluation Remember that you are interviewing/auditioning the school and faculty as much as the admission staff/faculty are interviewing you. What is the focus of the program? What kind of atmosphere does the school have? What acting/directing opportunities exist for me to perform with? How large is the school or university? How large is the theatre department? Does the school s location suit my needs and preferences?

Does the program feature guest actors, artists-in-residence, or industry visitors so I can meet practicing professionals and learn the latest theories and techniques? How many faculty members teach and do they practice in their field? Are they the best choice for my needs at this time? How much time will my teacher spend with me? Will I study with a Theatre Professor or a Graduate TA? How are teacher assignments decided? What are alumni of the program doing? What facilities are available? What kind of post degree placement does the school offer? How flexible is the school s curriculum at the beginning of study? Might I be able to pursue all my interests? Resume and Musical Background While most schools require you to complete an activity chart or list of extracurricular and school related activities, it is helpful for you to also supply the admission committee and specific faculty with supplemental information about your theatre background. Some schools may have an actual theatre application in addition to the college/university application, while others do not. Remember that you are actually marketing yourself to each school that you apply. Suggested items to include in a portfolio: a list of productions you have studied and performed (including roles) in the last four years; include school, community, or church productions. your current and former acting teachers/directors honors, awards, participation in special master classes or workshops secondary talents, hobbies or quirky things you can do PREPARING FOR A THEATRE INTERVIEW/AUDITION Theatre Performance Punctuality arrive early to warm-up, rehearse and organize thoughts or portfolio. Be prepared - Some universities may request a wide range of audition/interview activities from monologues, scene work, dance, vocal music and interview. Resume a resume of credits, training and former teachers, honors and awards, master classes or workshops attended, performance history, and special skills to the audition. Some Universities will may request a color 8 x10 headshot in addition to the resume. Monologue prepare two contrasting monologues from published plays. Length and type of monologues will be specified by the college or university. What to Wear proper clothing for the audition that flatters the body and provides for easy movement, including shoes. Musical Theatre Performance Punctuality arrive early to warm-up, rehearse and organize thoughts or portfolio. Be prepared - Some universities may request a wide range of audition/interview activities from monologues, scene work, dance, vocal music and interview. Resume a resume of credits, training and former teachers, honors and awards, master classes or workshops attended, performance history, and special skills to the audition. Some Universities will may request a color 8 x10 headshot in addition to the resume. Monologue prepare two contrasting monologues from published plays. Length and type of

monologues will be specified by the college or university. Vocal Performance - most universities request two contrasting vocal selections of determined length, usually one ballad and one upbeat piece. What to Wear proper clothing for the audition that flatters the body and provides for easy movement, including shoes. Choreography be prepared to take a master class with other auditioners and to perform an original solo no longer than 2-3 minutes in length, bring pre-taped music for your original piece. Theatre Education Punctuality arrive early to warm-up, rehearse and organize thoughts or portfolio. Be prepared - Some universities may request a wide range of audition/interview activities from monologues, scene work, dance, vocal music and interview. Resume a resume of credits, training and former teachers, honors and awards, master classes or workshops attended, performance history, and special skills to the audition. Some Universities will may request a color 8 x10 headshot in addition to the resume. Monologue prepare two contrasting monologues from published plays. Length and type of monologues will be specified by the college or university. What to Wear proper clothing for the audition that flatters the body and provides for easy movement, including shoes. Technical Theatre Punctuality arrive early to warm-up, rehearse and organize thoughts or portfolio. What to Wear - Dress professionally. Portfolio - providing examples of projects from beginning to end. Information should include any information from the concept to the final product. Interview/Presentation - be prepared to support the work in your portfolio.

FILM & BROADCASTING STUDIES High School Course Load recommended: 4 Years of Introduction to Radio and Television and Advanced Television and Film coursework (Intro. to Radio and TV Freshman Year, Advanced TV and Film for grades 10-12). Advanced TV and Film is repeatable for credit. At least one additional visual arts course (i.e. Photography, Art, Design and Materials, etc.) Additional courses that facilitate growth, including theater, music, graphic design (Digital Imaging), web design, or foreign language. College Degree Programs available: Bachelor of Science in Broadcast Journalism - Television (BS) Bachelor of Science in Broadcast Journalism - Radio (BS) Bachelor of Science in News Reporting & Writing (BS) Bachelor of Science in News Reporting & Writing Sports Reporting emphasis (BS) Self Evaluation The following questions should help you evaluate yourself and provide some guidelines or requirements for schools that will fit your needs. What areas of broadcasting interest me? What do I want to major in? What other subjects interest me? Do I want to major in Broadcasting, or would I be happy in an environment where I could concentrate on another field and minor in Broadcasting? Do I want to get a double degree in Broadcasting and something else? Do I want to minor in something else? How strongly am I committed to devoting my life to Broadcasting? What are my strengths and weaknesses? What areas of my craft do I want most to develop? Do I want a focused professional training, or do I want to study Broadcasting within a broader liberal arts context at a college or university? What size school do I want? What geographic area do I want to be in? School Evaluation Remember that you are interviewing the school and faculty as much as the admission staff/faculty are interviewing you. What is the focus of the program? What kind of atmosphere does the school have? What practical production opportunities exist for me? How large is the school or university? How large is the Broadcasting department? Does the school s location suit my needs and preferences? Does the program feature technicians, artists-in-residence, or industry visitors so I can meet practicing professionals and learn the latest theories and techniques? How many faculty members teach and do they practice in their field? Are they the best choice for my needs at this time?

How much time will my teacher spend with me? Will I study with a particular professor or a Graduate TA? How are teacher assignments decided? What are alumni of the program doing? What facilities are available? What kind of post degree placement does the school offer? How flexible is the school s curriculum at the beginning of study? Might I be able to pursue all my interests? The Application Process Writing Sample Colleges/Universities may require one or more specific types of writing samples (e.g. creative short story, original script, play, critique, review/response). This is primarily required for the study of film criticism. Film/Video Sample A produced live-action or animation short film of approximately 5-10 minutes. This piece must be original and an example of your best effort of visual storytelling. Other creative submissions may include your personal statement, a collection of drawings and paintings, and a collection of still images that, when grouped together, tell a story (photo series). Keeping a record of your work is a crucial habit to form early in your artistic development. Compiling a portfolio and building it throughout your high school career will expedite the application process, making it less daunting.

VISUAL ARTS High School Course Load recommended: 4 Years of coursework in Art (Art 1,2,3,4) or Design and Materials (D&M 1,2,3), or Photography (Photo 1,2,3,4), or Digital Imaging (DI, Advanced DI, DI3). Many of these courses are repeatable for credit if a four-year track doesn t exist. Crossing over into more than one area is also recommended. Pursuing an AP option in one of the above mentioned courses of study is recommended. Works exhibited in school, area, or regional art shows. Possible participation in outside of school art classes. College Degree Programs available: Bachelor of Arts in Visual Arts (BA) Bachelor of Arts in Art Education (BAE) Bachelor of Fine Arts in Visual Arts (BFA) Bachelor of Fine Arts in Art Education (BFA) The differences between an Art School and a College/University: Art Schools allow majors to work in a specific area of concentration (i.e. drawing, painting, ceramics, etc.). Art Schools provide more experience for studio work. Art Schools are typically smaller and more expensive than liberal arts colleges/universities. Art Schools offer more financial packages based on quality of portfolio submissions than Colleges/Universities. Liberal Arts Colleges/Universities offer broad Visual Arts degree program and allow Visual Arts minors. Self Evaluation The following questions should help you evaluate yourself and provide some guidelines or requirements for schools that will fit your needs. What areas of the Visual Arts interest me? What do I want to major in? What other subjects interest me? Do I want to major in the Visual Arts, or would I be happy in an environment where I could concentrate on another field and minor in the Visual Arts? Do I want to get a double degree in Visual Arts and something else? Do I want to minor in something else? How strongly am I committed to devoting my life to the Visual Arts? What are my strengths and weaknesses? What areas of my craft do I want most to develop? Do I want a focused professional training, or do I want to study Visual Arts within a broader liberal arts context at a college or university? What size school do I want? What geographic area do I want to be in?

School Evaluation Remember that you are interviewing the school and faculty as much as the admission staff/faculty are interviewing you. What is the focus of the program? What kind of atmosphere does the school have? What art studio opportunities exist for me? How large is the school or university? How large is the Visual Arts department? Does the school s location suit my needs and preferences? Does the program feature guest artists, artists-in-residence, or industry visitors so I can meet practicing professionals and learn the latest theories and techniques? How many faculty members teach and do they practice in their field? Are they the best choice for my needs at this time? How much time will my teacher spend with me? Will I study with a particular professor or a Graduate TA? How are teacher assignments decided? What are alumni of the program doing? What studio facilities are available? What kind of post degree placement does the school offer? How flexible is the school s curriculum at the beginning of study? Might I be able to pursue all my interests? Portfolio Guide for Visual Art Submission The Portfolio represents you to a college or art school, not just as a potential student but as a young artist. Preparing a portfolio should take time and effort and requires preparation of at least 6 months in advance of submission. The portfolio is submitted with the application to determine your admission into a school and program. It is important that you meet with your art teacher at the start of your senior year to begin organizing your portfolio. In addition, the portfolio can be a determining factor in scholarship awards. Schools will want to see your highest quality, most mature work and sketchbook. It is important to follow the advice of each admission counselor as to what to include in the portfolio for each individual school. Presentation of Portfolio: It is critical that you communicate with the admissions counselor for each school regarding submissions. Each school varies in the documentation of the portfolio (size, media, title, etc.) Artwork must be completely finished and well-crafted Most colleges will want the portfolio submitted in a digital format. The digital documentation of the artwork must appear of professional quality (focused, cropped and no background distractions.) When submitting your original artwork, document it digitally prior to mailing in case it is lost or damaged. National Portfolio Day: One of the best ways to get assistance with your portfolio is to attend a local National Portfolio Day. Portfolio Day is typically held in the fall at The School of the Art Institute of Chicago or at Milwaukee Institute of Art and Design. At Portfolio Day, students have an opportunity to present their portfolio to admissions counselors and faculty from various art schools around the country. Portfolio work may include 2D original work, sketchbook work, and digital images of 3D work. Each year, art teachers provide transportation to and from Portfolio Day. Do not pass up the opportunity to seek feedback from these admissions professionals on your portfolio. Both the FAFSA and the CSS Profile should be available from your high school guidance counselor s office in late December. If not, all college financial aid offices should have the forms available in late December. Note: If you apply early decision to a school, you should check with the school s admission office for application deadlines (the school may have an early decision aid application form).

Other relevant information for all Fine and Performing Arts degrees: Scholarships: As an artist, you have an incredible opportunity to get a portion or your entire tuition paid for based on your talent. This is a vastly different opportunity than those majoring in an area of Math, Science, or English have. Auditions and Portfolio submission can be worth thousands of dollars in scholarship money based on the quality and preparedness of your work. Please plan ahead and take advantage of this. Being awarded a talent scholarship means the funds don t have to be paid back, and that a school truly wants you enough to invest in you and your talent. Even with a talent scholarship, you will still be eligible for additional scholarship opportunities, including academic scholarships. Financial Aid When you apply for financial aid, an analysis is completed of your family s situation based upon a government-approved formula. The result is the amount you and your family are expected to contribute toward your college expenses, called your Expected Family Contribution (EFC). The College Board site on the Internet contains an expected family contribution worksheet (http://apps.collegeboard.com/fincalc/efc_welcome.jsp) that can help your parents understand how colleges will review family finances. All students requesting federal aid must complete the Free Application for Federal Student Aid (FAFSA www.fafsa.ed.gov). Most colleges ask for this to be completed between February 1-15, which means that your parents should complete their taxes early during the year that you are applying to colleges or do a very good job of estimating their income. Many schools require families to complete a school generated supplemental form and/or the College Scholarship Service Profile (CSS Profile - profileonline.collegeboard.com/index.jsp) as well.

Dream. Inspire. Create.