Thespian Society Application Essay Sample

Tanner started his freshman year playing in the second best orchestra of three in his school. Here, he excelled musically and made new friends with upperclassmen. By January, one of Tanner’s older friends had convinced him to join choir, so he decided to audition for the upcoming year. As a sophomore, Tanner sang bass in the top choir, even though he did not have any prior singing experience. The same year, he also auditioned into Symphonic Orchestra, the top orchestra of his school. While he was in both the top orchestra and choir, he started student conducting for the lower orchestras and choirs. By senior year, Tanner’s schedule was almost completely filled with music classes. Consequently, Tanner grew extremely close to his high school ensemble directors. It got the point where he could casually call his Symphonic Orchestra director “mom.” This inspired Tanner to make it a goal for himself to form strong relationships with his future students. Through his experiences conducting his high school orchestras, and choir, Tanner found that he really enjoyed teaching music and decided to study music

Throughout the reading this week, the information presented in David Elliott and Bennett Reimer’s texts stressed the importance of music and more specifically, music education. “People everywhere find music rewarding, and everywhere we find people engaged in formal and non-formal efforts to teach and learn music.” (Elliott, 2014, p. 4)

Music was my entrance into the world of writing. When I didn’t have access to books, listening to songs such as Beyoncé’s “Irreplaceable” and Raven-Symone’s “This Is My Time” helped me get through the many days in middle school where I was bullied and isolated myself from everyone. My social isolation led to my first bout with depression. As I kept to myself, I wrote my own songs, pouring my heart into each and every word. However, fully perfecting the craft was difficult because I did not know how to perform the music I created. Fortunately, there are organizations that enable children to learn how to play instruments, and one of those organizations is Hungry For Music.

Stereotype’s fills the halls of secondary schools all across America, from your athletic super stars shooting hoop in the gym to the geniuses swiftly flipping through books in the library. However, there is one room where every stereotype mixes together for one purpose! In the band hall people from all backgrounds come together to create a beautiful melody. Regardless of your ability to slam a home run, grow a multitude of crops, or make a scientific discovery, everyone can join together, unite, and play music without any draw backs from stereotypes. Music is more than a class, it’s a sanctuary to escape the typical chaos of school. Participation in band avails each musician to an infinite journey of creative expression connecting to a language

My life would be incomplete without performing music. I’ve spent time, in concert bands, in bell choirs, in school and church choirs, and singing, playing in music festivals, and in pit bands trying not to laugh my head off at the actors’ improvisations. But the art that truly speaks to my soul does not lie in creating music, it lies in dancing to it.

Music has always been integral in my life. During my childhood, when I was four years old, I pressed my fingers on an oven handle like a piano. Throughout my childhood years I listened to my mom’s old-school mix CD’s, along with the Pandora music app on my old Kindle. In fifth grade, I picked up the piano. My alto saxophone studies began in seventh grade. When high school arrived, I turned my focus to guitar and voice. The more knowledge I absorbed, the more knowledge I craved. My decision to pursue music was also influenced by the inspirations I’ve encountered on my journey so far.

As a child I frequently made up little songs, and there seemed to be a constant stream of music in my head. I could see myself in the children she was observing and like them I didn’t have a framework for my experience – it was just my life. Whether it was singing while playing, tapping out some rhythm, singing at the top of my lungs to a favorite song, or goosebumps from hearing “Hall of the Mountain King”, it all felt familiar and warming. It has also made me aware of the musicking I continue to make every day in small ways here and

Many adults would like an opportunity to learn music in a group setting similar to that offered in schools, but the last entry point in most cases was elementary school. We know that for most of the last century, about 15-20 percent of high school students nationally participated in music. From that, we can estimate that at least 80 percent of the adult population needs beginning instruction in order to participate in making music. New Horizons Music programs serve that

* “when you speak with great educators, and look behind the test scores, the lessons learned in studying music, learning to play an instrument, playing in a band, learning to read music, all provide a richness to a child's education that will last a lifetime,” (par 1).

Through weekly private lessons, chamber, wind, and orchestra ensemble playing, and assiduous independent practice, I have improved immensely as a trombonist and musician. My work paid off when I was accepted into Boston University’s Tanglewood Institute. At this nationally competitive program, I spent six weeks with talented, dedicated students while rubbing shoulders with the Boston Symphony Orchestra (BSO). I had never heard elite musicians live before the BSO. Their concerts brought tears to my eyes and my drive to make music at the highest level grew. After receiving instruction from these musicians and hearing their own performances, I refined my technique and made more tasteful musical decisions.

In my sixth grade year, 2015, I was sitting on the couch reading a book. Suddenly, a scream rang out. As quick as a cheetah, my mom ran into our living room and showed me her computer’s email. Excitedly, I took the computer. On it, was a few sentences congratulating me on making ILMEA orchestra. It was a music festival with a choir, a band, and obviously, a orchestra. I was so excited, I had to call my teacher, Mrs. Lafranzo. So, no more than four months later, I was in my car heading to Oswego East High School for morning practice.

VH1 Save the Music provides "35,000 worth of high quality, new musical instruments to public elementary and middle schools and […] are able to jump-start beginning music programs across the country". This agency, VH1 Save the Music, helps young lives around the world develop or advance in an art that is becoming known lesser in the world. I believe that this organization could thrive further than it already has by having people share their qualities. I believe that I have the qualities necessary to benefit this institution. I can contribute my attributes to "VH1 Save the Music" through my talent of being able to play a musical instrument, connect and relate with adolescents, as well as speaking on how important instrumental music has been in my life and how it can change others.

Hours of perspiration in the practice halls led to moments of inspiration in performance, and experiences such as the one being imprinted on my mind as I stared into the closed auditorium at Carnegie Hall. The attributes necessary to bring me to this prestigious performance are not unique to the field of music, as they were essential to every subject in which I excelled. Indeed, the creative analytical training and rigorous hours of practice required for my music education, coupled with my innate investigative ability and intellect, suggest that I would be uniquely suited for the field of

Our program is a non-profit situated in a public school in New York City’s Lower East Side. We are located within a title-one school, with a vast majority of our students receiving free lunch. Our summer goals include the student’s transition to the next grade seamlessly, the ability for students to explore their own passions and have a collaborative talent show at the end of the summer. Our goals also include introducing our students to the wide range of cultural institutions which New York City has to offer. We provide our students with a safe space which allows them to grow in a social emotional and personalized setting.

I saw a ridiculous amount of talent exhibited by young musicians that afternoon, but I noticed one thing all the pianists had in common: their faces remained blank throughout their performances. “How are they sitting so still while they play? My piano teacher has to stop me from swaying like a boat when I play the Arabesque,” I thought to myself. By the end of the recital, I realized that my earlier failure was not fruitless. That day of defeat was the day that my passion for music became clearer than ever. Though I was not the best pianist in state by any means, I loved my music. I played because I chose to, not because my parents forced me to practice for hours and hours to perfection. I understood for the first time that if I have passion for what I do, I cannot