In the realm of college applications, queries regarding community service and extracurricular involvements are commonplace. However, it is a rarity to encounter such inquiries on secondary applications for music departments. To delve into this intriguing topic, we sought the perspectives of three esteemed deans from prominent schools of music. Their responses shed light on the matter at hand:

Dean of a Distinguished Private University's School of Music in the Northeast: "Frankly, I couldn't care less!" (paraphrased for publication, of course). Once we have selected a student for an audition at our esteemed university, we are already privy to a plethora of information about the prospective musician. We examine:

• The reputation of the music program at their high school.
• Their music-related coursework during their high school years.
• If they were in band, did they also explore the realm of orchestra?
• If they were part of the orchestra or band, did they venture into choral classes?
• Did they delve into the realm of music theory?
• Did they showcase their talent in the jazz ensemble?
• Who are their private tutors, and how long have they honed their craft under their guidance?
• What honors and awards have they earned?
• Have they achieved the prestigious feat of being part of an All-State Ensemble?
• Have they triumphed in competitions, particularly concerto contests?
• Have they graced the stage in school or community musical theater productions?
• Have they participated in a Solo and Ensemble Festival, and how were their performances rated?
• What summer music camps or musical experiences have shaped their journey?
• Have they attended our music camps or partaken in our master class series?
• In what other musical organizations beyond their school do they lend their talent?
• What does their solo repertoire list look like?

If a student delivers an outstanding audition performance and performs admirably in our music theory entrance exam, it becomes apparent that their time has not been devoted to mundane activities like assisting elderly pedestrians or nursing sickly stray cats back to health. No, their endeavors have been centered on preparing themselves for acceptance into our prestigious institution and, ultimately, for a career as a professional musician.

For a number of years, our university's provost mandated that we inquire about the applicants' involvement in extracurricular activities. Hence, at the conclusion of each audition, I pose the obligatory question. Yet, I vividly recall an incident where one aspiring student turned the tables and asked me a question in return. With confidence, he inquired, "How important is it to you that I am the sole member of our school's chapter of the Phi Beta Mutation Delta Epsilon Sinfonia Honor Society?" This audacious response followed one of the most exceptional auditions our faculty had ever witnessed. To my bemusement, I confessed my unfamiliarity with the fraternity he mentioned. He then offered this unforgettable retort: "You see, if I have to partake in yet another Delta Epsilon Sinfonia musical activity to gain entry into your illustrious school of music, I might have to mutate myself into nine distinct musical personas." Astonishingly, he was admitted, and today, he serves as the distinguished Director of Orchestral Activities at our renowned institution.

Dean of a Music School at a State-Sponsored University in the Southwest: Our school of music's primary emphasis lies in music education, nurturing the future crop of middle and high school choral, orchestra, and band directors. Hence, we believe it is crucial to inquire about the extracurricular undertakings and community service of potential students. Our goal is to ascertain whether they engage in musical activities beyond the confines of their school schedule, be it participating in post-schedule activities at their school or engaging with the community performing arts center or church. This is because we recognize that a music educator's role entails teaching during school hours, leading after-school ensembles, directing community or church ensembles, and more. It's a common thread in the lives of music educators. Therefore, if a student lacks the inclination to contribute at this level, we question their ability to adapt to the demanding lifestyle of a music educator.

However, the true purpose behind posing this question is not merely to learn about the student's impressive and unique activities. After more than two decades at this university, we have heard a multitude of wonderful and unique activities year after year. In truth, it's not the "what" that interests us but the "why." We seek to be convinced by the student's ability to convey their passion. Because, at the end of the day, it is passion that drives communication with students, compels one to go beyond the call of duty, and sustains a music educator through overwhelming stress. Passion is what molds the next generation of music educators. To succeed in the rigorous requirements of a music education degree, one must possess an indomitable spirit filled with passionate dedication. Hence, for me, the "why" will always surpass the significance of the "what."

Dean of a School of Music in the Midwest: While our School of Music's secondary application does not explicitly ask about community service, I assure you that I review the question and answer provided on the student's general admission application. However, my motives may not align with your assumptions. I am interested in the student's involvement in social and extracurricular activities beyond the realm of music. If a student has already embraced a lifestyle that prioritizes high levels of social interaction, they are likely to arrive at our university, join a fraternity or sorority, and neglect the necessary hours of solitary practice required to become a professional musician. In fact, these students often change their majors by the end of their sophomore year, squandering the time and effort invested by our faculty. It is best for us to avoid building relationships with such individuals, as pursuing a professional career in music, even within a large ensemble, demands countless hours of dedicated practice in solitude.

As you contemplate your collegiate aspirations and future career choices, consider these insights. Reflect on your commitment to community and extracurricular activities, considering how they will be perceived, and plan accordingly. It is crucial to acknowledge that different institutions of higher learning may hold distinct perspectives on this matter. To navigate this aspect of the audition process adeptly, reach out to the School of Music recruiter via phone or email. Seek their guidance on how they evaluate the question of community service and whether a more specific answer is required for their department's consideration. This can prove to be a challenging facet of the audition process, and it is in your best interest to familiarize yourself with their stance. So, don't hesitate to ask and apply their response accordingly.

In the realm of music education, community service and extracurricular activities hold nuanced significance. While some institutions prioritize the applicant's musical accomplishments and passion above all else, others view community engagement as a reflection of the adaptability and dedication required of future music educators. Ultimately, it is crucial for aspiring musicians to understand the unique perspectives of each institution and tailor their applications accordingly. The journey towards a successful music career is multifaceted, and an understanding of the diverse viewpoints within the academic landscape will undoubtedly prove beneficial.

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