Music at University: What to Expect

Music at University:  What to Expect

Music is a wonderful subject to study at university.  It’s a practical subject which offers a lot of scope for creative work, but studying it involves as much academic rigour as any other arts or science discipline.  Many music students say that the most valuable aspect of belonging to a university music department is joining up with other students to form bands, or sing, or play chamber music.  I taught for many years in such establishments and know that the vast majority of music students are really happy;  however, there are inevitably a few who feel that they have made the wrong choice of institution.  Because music is such a multi-faceted subject the courses on offer can differ widely from one another, and it is important for any would-be music student to take time to think about which one is right for them.

What will I be studying?

Most university courses are organised on a modular basis.  Sometimes modules of study are taught throughout one academic year but in many institutions the year is divided into two semesters (or more rarely three terms) and modules might occupy only part of a year.  Most courses contain both compulsory modules and optional modules, but the compulsory ones are likely to outnumber the optional. 

Many students enter university expecting simply to continue the music learning begun at A-level and are surprised when they encounter different topics and have to acquire different skills.  There would be little point in going to university if it were only a continuation of school.  You will need to be open to new ways of thinking about music, and you will need to listen to, to analyse and to criticise music belonging to styles and genres which you have not before considered.  You will expand your horizons and widen the vocabulary of sounds which you have at your disposal for your own creative work. 

All university courses require some written work.  When you take a university course in the UK you acquire ‘transferable skills’ – for example, the skills of writing fluently in English and of constructing an academic paper which acknowledges sources of information in an acceptable way.  In many music courses you will write essays, probably about music history and the place of music in society and culture.  You will write critiques of practical work.  Most music courses require you to study music theory and western notation, though there are exceptions to this, particularly in the case of courses which are devoted largely to music technology.  Then there are the disciplines of music analysis and scoring/orchestration as well as the acquisition of skills necessary for utilising technology for composition and performance.  Your own creative work is important;  few music students do not encounter composition at some stage in their course and most develop their performing skills, whether as individuals or as performers within ensembles. 

Whilst a mixture of academic writing, study of theory and creative work (for example, composition and performance) characterises many courses, the balance between these differs between institutions, as does the musical repertoire focused on within the teaching.  There are, for example, courses which concentrate almost exclusively on creative work which is generated using technology.  There are also courses largely devoted to historical studies in classical music.  It is therefore vital that you know what you will be studying before you embark on your course.    Finding out about the various kinds of expertise represented within the staffing of a department can often give you some idea of the modules which will be taught. 

What sort of classes can I expect?

Music is usually taught through a mixture of lectures, seminars, tutorials and workshops.  For example,  music history and analysis is usually taught through lectures,  though you may find smaller-group seminars set up for discussion and, possibly, one-to-one or small-group tutorials which enable you to discuss your own work with a member of staff.  Composition may be taught in this way but often students are expected to present and critique their own music and that of their peers during workshop sessions.   Modules in music technology are often taught in a computer lab and involve hands-on experience.  A variety of different strategies are employed in the teaching of performance which can include lectures, masterclasses, ensemble performance coaching and often also individual tuition.  Most universities make use of a virtual learning environment, and you will probably be expected to spend time between lectures dealing with the information here. 

Will I receive individual instrumental or vocal lessons?

This is probably the question which potential students and their parents ask most frequently.  Nowadays few institutions can provide free individual tuition to all music students, so you need to enquire at your chosen university.  Some departments deliver performance modules through lectures and masterclasses.  Don’t underestimate the value of these to you as an advanced performer;  learning within a group can be stimulating and instructional.  

Should I take single or joint honours?

Whilst a lot of music graduates who have gone on to become successful in the profession took a single-honours degree in music, a fair number took joint honours.  It can be useful as well as stimulating to work with students not all of whom are studying the same discipline.  If you take two subjects in your degree there is usually a prescribed group of modules which you need to take for each of these subjects.  In advance of applying for joint honours to the universities of your choice check carefully which modules will be available to you.

 What opportunities will there be for joining in musical activities?

Most universities support a range of activities which are led either by members of staff or by senior students:  choirs, orchestras, bands, ensembles (e.g., wind and brass ensembles and those which consist of non-western instruments).  Most also encourage students to form ensembles.  Test the waters when you visit.  For example,  if you play an instrument such as the flute of which there are rarely more than a few within an orchestra, find out what standard you need to have achieved in order to be considered for the university orchestra;  if you would like to start your own gospel choir, would the university allow you to give concerts?  is there space for pop groups to rehearse?

How will I know what different universities offer?

First of all, look on the websites of the universities which interest you and read the prospectuses.  When you have narrowed down your choices, go along to some open days;  most universities hold several of these at intervals throughout the year.  If your school or college will not allow you to take very much time away from your current studies to do this, it is all the more essential that you do a thorough perusal of prospectuses before visiting.

Whilst some music departments will allow you to visit on days other than scheduled open days, it is always better to go along to one of these since there will be talks on the courses and the musical activities and usually staff and students will be available to talk to you informally.  Many departments schedule performances by current students which enable you to experience at first hand the standards achieved as well as to get an idea of the repertoires which students practise.  Take time to look around the campus and gain a ‘feel’ for the university;  do not confine yourself to one department but go as far as you allowed.  Look out for notice boards which give you an idea of the societies you can join.  Find out also about opportunities within the locality.   Many music students take opportunities to perform outside the institution in local clubs and bars;  many join local choirs and orchestras.

The best advice which I can give is that it is essential to read the small print.  For example, if a prospectus states that it is compulsory for all students to take modules in the music of outer Mongolia in the fourteenth century and you do not wish to do this, then perhaps you should not apply to this institution. 

How will my experience at university differ from my experience at school or college?

When you first start at university you may be surprised at the large number of students in your classes.  Since it is rare to find a large class for music A-level in a school or college, you may worry that you will not be able cope when the needs of so many individuals are being catered for simultaneously.  On the other hand, you will come to welcome the wealth and diversity of experience which a large number of people can bring to the topics which you are studying.  

All universities have professionals dedicated to supporting individual students, whether within subject areas or within the institution as a whole, and you will be given information about how to access this support.  It will, however, be up to you to do this.  Whilst at university you are responsible for your own learning.  It will be up to you to read all of the information provided about your modules and your course and you will need to read every bit of it.  University is an adult world;  you are expected to be able to navigate the timetable yourself, to know how you are assessed and when assignments are due (and there are always penalties for not keeping deadlines).   The students I taught were all provided with an academic advisor whom they could consult about any aspect of their course;  nevertheless, many told me that in their first year they felt as if they were ‘on their own’ in comparison with previous experience. 

At university you will be unlikely to be timetabled for as many hours as you were at school or college.  You need therefore to decide how to spend your time.  Music students need to practise skills daily – it’s simply not possible to learn how to play and instrument, how to harmonise at the keyboard, how to compose, without regular work.  They need to listen widely to as much music as possible, especially music from genres and periods which they are studying in modules.  They need to read around their topic…there is plenty to do, and it cannot be left until assessment is looming.  Then, of course, there is the life outside the course which is extremely important. 

Employers often look favourably on music students because they know that they have received a rigorous training which has involved regular and thorough work towards the acquisition of skills.   They know that musicians are used to presenting themselves in public and communicating with others.  So choose a university in which you think you will be happy and GO FOR IT!