Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Being mediocre in a instrument (playing one you hate) is not going to help. If you are good in a rare instrument (e.g., double reed) or great in a common instrument (Sax, Trumpet), it will help. But otherwise, it is no different than being a generic football player (i.e., below recruited).

As an example, my DD plays three instruments. She is a good Alto Sax/Bari Sax player, and learning the Bassoon (pretty good given she has been playing it for only 1 year -- school needed someone to play the bassoon). As a sophomore, she has had a couple of colleges contact her as they need bassoonists for the orchestra.

Perhaps this was intended to be a humble brag, but you failed miserably.

Seriously. And what the hell kind of college would be actively recruiting a bassoonist with one year of experience.

+1.

Anonymous wrote:

Anonymous wrote:I think it helps if it makes up for NOT having athletics or another extra curricular. My son was never a real athlete but has played an instrument since 4th grade, and switched to a band instrument in 8th. He would have been on band 9-12 and music is the only thing he’s passionate about, but not enough to try for district or state band.

If for college he can only say he went to class (and made A-B) that would look boring. He can now at least mention something else to help him look somewhat balanced. He won’t even mention the first instrument, although he dabbles with that (piano) still.

I basically agree with you - if you don't have athletics, it helps balance a kid out. I quibble somewhat - if you DO have athletics, playing an instrument for many years, and reaching a level of proficiency, can really help sell a kid as very well rounded. I know they say that "pointy" kids are what schools are looking for, but there is still a lot of room in every class of truly well rounded kids. Smart. Athletic. Artistic. Still a recipe for success.

Couldn't you just as easily reverse that statement? If you don't have music, athletics helps balance a kid out. You're statement makes it seem as if athletics is the preferred activity over all others.

Anonymous wrote:

Anonymous wrote:I think it helps if it makes up for NOT having athletics or another extra curricular. My son was never a real athlete but has played an instrument since 4th grade, and switched to a band instrument in 8th. He would have been on band 9-12 and music is the only thing he’s passionate about, but not enough to try for district or state band.

If for college he can only say he went to class (and made A-B) that would look boring. He can now at least mention something else to help him look somewhat balanced. He won’t even mention the first instrument, although he dabbles with that (piano) still.

I basically agree with you - if you don't have athletics, it helps balance a kid out. I quibble somewhat - if you DO have athletics, playing an instrument for many years, and reaching a level of proficiency, can really help sell a kid as very well rounded. I know they say that "pointy" kids are what schools are looking for, but there is still a lot of room in every class of truly well rounded kids. Smart. Athletic. Artistic. Still a recipe for success.

This describes my kid. Athletic...but not varsity level. Artistic...played an instrument for 10 years and participated in extracurriculars utilizing that skill. Smart -- excellent grades and ACT score. He is not a pointy kid by any means...and I have every confidence he will get into his first choice school. He is not interested in ivies or top 10.

Anonymous wrote:I think it helps if it makes up for NOT having athletics or another extra curricular. My son was never a real athlete but has played an instrument since 4th grade, and switched to a band instrument in 8th. He would have been on band 9-12 and music is the only thing he’s passionate about, but not enough to try for district or state band.

If for college he can only say he went to class (and made A-B) that would look boring. He can now at least mention something else to help him look somewhat balanced. He won’t even mention the first instrument, although he dabbles with that (piano) still.

I basically agree with you - if you don't have athletics, it helps balance a kid out. I quibble somewhat - if you DO have athletics, playing an instrument for many years, and reaching a level of proficiency, can really help sell a kid as very well rounded. I know they say that "pointy" kids are what schools are looking for, but there is still a lot of room in every class of truly well rounded kids. Smart. Athletic. Artistic. Still a recipe for success.

Anonymous wrote:
What matters MOST, OP, is having excellent grades at school and excellent SAT/ACT scores.
Then it matters that those grades are in advanced classes, not in regular classes.
Then it matters that the child can show he did something else apart from studying for those, and that's where the extra-curricular stuff comes in.
He has to have extra-curriculars in this country.
Whatever he likes best and is good at, because he has to show he persevered and reached a top level.

In my (Asian) house, we love music. Sports are out, because we're very put off by the sports culture here (we love to hike, but the unfairness of college applications dictate that excellence be quantifiable and compared to others).
So my kids sing in a semi-professional choir and one of them plays an instrument. It's a very common one, so she would have to be extra-top-notch to use it as a college hook. But that's the one she loves.

DING DING DING. We have a winner. "Whatever he likes and is good at."
It's like people forget that they are parents to individual humans who have agency and interests.

Anonymous wrote:My kid loves his instrument and doesn't do other extracurriculars. He does do all the music extracurriculars he can do (private lessons, orchestra, jazz band, pit orchestra, mentoring a younger student, regional orchestra) and he'll graduate with 7 high school music credits. He practices a lot, but is not interested in competitions. He wants to play in college and will probably do a music minor. He doesn't do anything for the sake of college admissions but I think it will be apparent that he's committed to music. He's a strong student but very laid back and not really interested in prestige and selective schools, so he's not looking for "hooks".

I know a kid like this - didn't win any competitions but composed his own music, played on stage at HS with many different instruments (but not orchestra) and private venues all the time - and he got into HYP. Under advice from counselor, he was packaged as a musically inclined in many different instruments. Also contacted the HYP music depts. What was important was his passion for music. Was he so proficient to win competitions? No! But what came through was his love for music.

Anonymous wrote:

Anonymous wrote:Being mediocre in a instrument (playing one you hate) is not going to help. If you are good in a rare instrument (e.g., double reed) or great in a common instrument (Sax, Trumpet), it will help. But otherwise, it is no different than being a generic football player (i.e., below recruited).

As an example, my DD plays three instruments. She is a good Alto Sax/Bari Sax player, and learning the Bassoon (pretty good given she has been playing it for only 1 year -- school needed someone to play the bassoon). As a sophomore, she has had a couple of colleges contact her as they need bassoonists for the orchestra.

Perhaps this was intended to be a humble brag, but you failed miserably.

Seriously. And what the hell kind of college would be actively recruiting a bassoonist with one year of experience.

Sorry, "drummers" should be "drum line"

There are lots of good reasons to support and participate in music and music education. Using it as a way to get into college is not one. Someone who loves music and performance, and who has the talent and perseverance to excel can, of course, find advanced educational opportunities for themselves.

The hard truth is that colleges to the extent any school looks at extra- curriculars they are looking for kids with a demonstrated passion and expertise in the activity. Schools are not looking for well- rounded kids who are competent at several things. Schools are looking to make up well rounded classes by taking kids who are collectively passionate about several things.

Having said that - there are lots of personal benefits to participating in musical education in school. My own kids all participated and I have one who is very into drummers me currently. And, my oldest who started high school as a football baseball kid currently teaches high school choir and orchestra. So - we are music ed supporters.

Those benefits would include but not be limited too: The kids who do participate tend to be smart and inclusive; The groups are often made from multiple grades so kids make friends with kids outside their own grade; It should largely be fun to participate although time and practice commitments do exist.

Anonymous wrote:Being mediocre in a instrument (playing one you hate) is not going to help. If you are good in a rare instrument (e.g., double reed) or great in a common instrument (Sax, Trumpet), it will help. But otherwise, it is no different than being a generic football player (i.e., below recruited).

As an example, my DD plays three instruments. She is a good Alto Sax/Bari Sax player, and learning the Bassoon (pretty good given she has been playing it for only 1 year -- school needed someone to play the bassoon). As a sophomore, she has had a couple of colleges contact her as they need bassoonists for the orchestra.

Perhaps this was intended to be a humble brag, but you failed miserably.

Help your child find extracurriculars that she ENJOYS. That's the key. If a child enjoys an activity, the she will be happy doing it and will be more likely to have friends in the activity and want to continue the activity.

I really wanted my kids to play instruments for several reasons, which are similar, though not exactly he same, as what you gain from being on a team sport.

1. Teaches that practice leads to gradual improvement--teaches perseverance.
2. As you move along, takes on a 'team' like atmosphere. If you don't do well on that solo, the rest of the band/orchestra suffers.
3. Creates a sense of camaraderie. You will have the same kids in at least that one class all 4 years of high school (many of the same ones you had in class for 3 years of middle school).
4. Band/orchestra is a class, but also serves as an extra curricular (pep band, marching band, county orchestra, etc). It is an EC that is consistent, with deepening participation over time. So if colleges are looking for ECs, you have a strong one.

If you have a kid who is very active and committed to some other activities, they may provide similar benefits. But music is a great activity that mixes academics and extracurriculars.

Probably the biggest reason for an ES student to stay with it is to keep the option open later on. A kid can start an instrument in early high school, but it is very rare and difficult to build into a strong player in such a short time period.

Being mediocre in a instrument (playing one you hate) is not going to help. If you are good in a rare instrument (e.g., double reed) or great in a common instrument (Sax, Trumpet), it will help. But otherwise, it is no different than being a generic football player (i.e., below recruited).

As an example, my DD plays three instruments. She is a good Alto Sax/Bari Sax player, and learning the Bassoon (pretty good given she has been playing it for only 1 year -- school needed someone to play the bassoon). As a sophomore, she has had a couple of colleges contact her as they need bassoonists for the orchestra.

Its a part of a package but not essential. If he put the time in to be the newspaper editor or start a local tutoring program that would be ok too. It is possible that the very school you are applying to is dying for a piccolo player but it could be that they have 2 already and don't care.