As aspiring musicians venture into the realm of college auditions, one crucial element stands out—the solo repertoire list. A meticulous catalog of all the solo pieces performed can be the key to unlocking coveted opportunities. The prevailing assumption is that the more solos showcased on this roster, the greater the advantage. But how does one curate a repertoire list that truly shines?

For most musicians, the repertoire list takes root in the seventh or eighth grade, with the inaugural solo performed at esteemed state Solo and Ensemble Festivals. Year after year, students dedicate themselves to refining their craft, tackling one solo per year for auditions and festivals. Once the event concludes, the solo is dutifully set aside, making room for the selection of a new piece at the next grade level. The cycle continues, with practicing and coaching in preparation for future auditions and festivals.

The College Audition Conundrum 

When the fateful college audition arrives, musicians often find themselves armed with their most technically demanding and musically captivating solo. This meticulously rehearsed piece is expected to leave a lasting impression on the discerning ears of collegiate adjudicators, potentially securing them prestigious scholarships. However, fate sometimes has other plans.

Mid-performance, in the midst of the audition, one of the adjudicators abruptly interrupts, surprising the musician. A glimpse at the repertoire list reveals a solo performed years ago—a piece that demands immediate attention. In a scramble, the musician delves into their backpack, uncovering the long-neglected sheet music. Despite the years of dormancy, they summon their courage and pour their heart into a rendition of the forgotten composition. Yet, the panel may not be satisfied—they might request yet another solo from the repertoire list.

Navigating the Repertoire List 

So, what wisdom can guide musicians in curating their repertoire list? First and foremost, honesty reigns supreme. Include only the compositions that have been fully performed, as embellishing the list with half-finished endeavors can do more harm than good. Additionally, prudence is key—keep all solos on the repertoire list performance-ready. After all, collegiate adjudicators anticipate a level of preparedness befitting a budding professional musician, regardless of the grade level of the composition. Flawless technique is an expectation, but more importantly, they seek a mature musical interpretation, an embodiment of artistry. Thus, musicians must approach their repertoire list with a combination of honesty, wisdom, and unwavering preparedness.

Crafting a Musical Journey 

As musicians embark on their collegiate pursuits, the repertoire list becomes a testament to their artistic development. It is a testament to the hours of practice, the dedication to refining their skills, and the unwavering passion that propels them forward. Each entry on the list serves as a gateway to an immersive experience, an opportunity to captivate the hearts and minds of adjudicators with their artistic prowess. The repertoire list is not merely a document—it is a reflection of the musician's odyssey, their pursuit of excellence, and their unwavering commitment to the art of music.

In the realm of auditions and performances, the repertoire list acts as a compass, guiding musicians through uncharted territories. With honesty, wisdom, and preparation as their guiding stars, musicians can navigate this complex landscape, ready to conquer any challenge that may come their way. So, aspiring musicians, heed this advice and embark on your musical journey with the perfect solo repertoire list as your steadfast companion. May your performances resonate with brilliance, captivating audiences and adjudicators alike, and may your repertoire list be a testament to the unwavering spirit of your artistry.

‍

‍

‍

Objective:  Develop the ability to curate a well-rounded repertoire list that reflects your musical identity, technical proficiency, and artistic aspirations, considering factors such as diversity of musical periods, thematic connections, and narrative arcs.

‍

Assignment:  Complete the following tasks:

1. Reflect on your musical strengths, preferences, and goals. Compile a list of pieces, whether performed or not, that showcase these aspects of your musical identity.
2. From this list denote the different genres, styles, and historical periods represented.  Now ask yourself if your repertoire list ensures diversity.
3. Arrange your list according to your state’s graded music list.  This may require some assistance from school ensemble director of private teacher.

‍