Not majoring in music

I was a very committed college music major. I had picked music as a career years earlier. Being a music student felt like a central aspect of who I was. While I did struggle at times, and had other (perhaps more widely marketable) skills I could have fallen back on, quitting the music-major track never seemed like a real option.

For me, it turned out well. I was successful in my studies and now have a job that is a good fit and more or less pays the bills. But in my role as an educator and advisor, sometimes I encounter students who are considering changing directions. Here’s what I have to say to those students:

  • You don’t have to be a music major. Even if you’re good at it. Even if you really do love music. Even if friends or teachers think it’s the right choice for you. Even if you have already invested time, money, and effort into it.
  • There are other ways to make music a part of your life. In many cases you can continue to be in college ensembles, take music courses as electives, and maybe continue to receive music scholarships. (Check with your music department.) Beyond college, there are probably opportunities to make music in community ensembles, garage bands, churches, theater productions, lesson studios, volunteer efforts, and more. Even if you never play or sing again, your background in music opens up richer possibilities for you as a listener and patron.
  • There’s time to try something else. Music degrees are intensive and usually thrust you right into lots of major-specific courses right from your first semester. That can feel like a trap, like if you change majors you are wasting semesters you already completed and starting over as a freshman. But in the scheme of things, isn’t it worth extra years and dollars to graduate in a field that feels right to you?
  • This is your decision. People might try to talk you out of switching majors. Being a music major can feel like kind of a club or fraternity/sorority or cult, but it isn’t really. You aren’t betraying or disappointing anyone by doing what’s right for you. Be aware that in some cases professors or fellow students may be thinking about how your decision will affect them or their classes or ensembles. They probably don’t really mean to put their own interests above yours. Good teachers and friends, in the long run, want what’s best for you, even if it isn’t a music degree.
  • But you don’t have to rush into a decision. If music has been your life for years and now you’re having second thoughts, it’s worthwhile to figure out whether you’re dealing with a real change of heart or just some temporary frustration. Sometimes I have seen students transfer out of the music department, only to transfer back in later, now a little behind. If you need to dabble in something else for a while to find out whether music is your thing after all, then go for it. But minimize the flailing if you can. Before making a decision, give yourself time to think things through with a long-term view. Consult with people who know and love you, plus your music professors, plus people in whatever alternative fields you might be considering.

Music is great but it’s not the right career for everyone. Make your life choices carefully and honestly.

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  • Mindset shifts for college music majors

    Here are some mindsets that I find can hold college music majors back from reaching their potential—or can launch them to the next level.

    From “This is how I was taught” to “I’m here to explore new ideas.“

    I can’t tell you how many times I’ve suggested a better fingering option to a student who resists because they already know a different fingering and would rather not have to remember a new one. But my most successful students are curious to learn new things and try them out. Someday you’ll have the option to choose your own path, but you’ll do so from a place of experience, not habit.

    From “I have to practice for hours” to “What can I get done in ten minutes?“

    Mastery takes time, but the quality of that time is what really gets results. I’ve had students suffer alone in practice rooms all week with nothing to show for it. But if they can set a few small goals and spend a few minutes pursuing each of them in a focused way, by their next lesson they have measurable progress, the confidence to show it off, and a grade that reflects it.

    From “I’m never going to use this” to “I’m building a versatile skill set.”

    My students often have very clear ideas about what they will and won’t be doing in their careers. But working in music and/or education can mean wearing a lot of different hats, and broad knowledge and experience can have surprising advantages.

    From “My teacher my is judge and executioner” to “My teacher is on this journey with me.”

    Rather than playing your assignment for your teacher and nervously waiting for a verdict, let your teacher be a guide and consultant. Be ready to outline and demonstrate your successes and frustrations from the week, and ask for help and advice on what’s holding you back. It’s not you versus your teacher—it’s the two of you versus the technical and musical challenges.

    From “I don’t play well enough to perform in front of others” to “I have something to share.”

    My students perform frequently for other music majors, for faculty, and for public audiences. It’s pretty normal to feel inadequate to the task or to feel outclassed by others. But our audiences, even when they are our peers or teachers, want us to succeed. If you see your performance as a gift rather than a test, you never know who you might impress, inspire, or uplift.

    Which of these mindset shifts feels the most uncomfortable to you? Often the one that scares us the most is the one that offers the biggest breakthrough. Let’s do this!

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    Q&A: Instrument purchases

    Here are some of the questions readers sent me in celebration of this blog’s 10-year anniversary. I have edited, combined, and otherwise adapted some of them but hopefully there are answers here for those of you who were kind enough to inquire.

    What starting models do you recommend as an entry point for each woodwind?

    Hi! What brand of clarinet would you recommend for an intermediate high school clarinetist who plans on majoring in music education?

    I suspect that you’re both looking for specific brand recommendations, which I mostly avoid doing on the blog, for reasons I’ve highlighted previously (tl;dr: equipment recommendations tend to outlive their usefulness—people cling to them while the market changes around them). Sorry. What I’ll do instead is offer some general advice that applies to beginners, college music majors, woodwind doublers, everybody.

    If you’re buying an instrument on a budget, because you’re a beginner, or because you’re a doubler picking up a secondary instrument: buy the highest-quality student-model instrument you can afford. Get good, current, targeted advice from your private teacher (contact/hire one before you buy your instrument!).

    If you’re in, or about to be in, college: consult with your professor. Period. Head off to college with the instrument you already have, and let your professor guide you through the process of buying what you need.

    As far as I’m concerned, that’s what most woodwind players need to get through their complete formal musical training: a good beginner instrument, and then an instrument suitable for college-level study. “Step-up” or intermediate instruments generally aren’t worth it—they cost most of what a college-suitable instrument costs, but don’t play much better than a good beginner instrument. If your budget is bigger than necessary for a student-level instrument but not big enough for a college-appropriate one, buy a good student model and save up the rest for the next purchase.

    For clarinetists, saxophonists, and oboists, often the college-level instrument is a true professional model, and you won’t ever need anything fancier. Professional level flutists and bassoonists may have more of a need(?) for a nicer instrument beyond their undergraduate degrees, and these can sometimes be in the price range between a new car and a new house.

    How do I deal with the cost of buying all of these woodwind instruments for college?

    If you’re thinking of studying multiple woodwind instruments as a college undergraduate, firstly I recommend that you think that through carefully, and get in touch with the music faculty at the school(s) you are considering. I think for most undergraduate students (including my past self), it makes sense to major in just one instrument, for reasons I’ve addressed previously, and at many schools high-level undergraduate study of multiple woodwinds is impossible or impractical. I think that for most aspiring doublers, graduate school is a better place to dig deeply into it.

    To address your question, though: college-suitable woodwind instruments are expensive, but almost certainly less expensive than tuition or room and board at an American university or maybe even a few semesters’ worth of textbooks. If you’re college-bound in the USA, a pro-level clarinet or oboe is probably the least of your financial woes.

    If you’re planning to pay your way through school with scholarships, then that might not be money you’re able to access for things like instrument purchases. Depending on your personal financial values, it may be worthwhile to get student loans to cover the cost of a new instrument, and pay them off at relatively low interest after you graduate.

    Depending on the instrument and the school, you may be able to borrow or rent a suitable school-owned instrument while you make arrangements to purchase your own.


    Thanks for the questions! Good luck with your instrument purchases.

    More 10-year anniversary Q&A

  • Advice for prospective college music majors

    Photo, Surat Lozowick

    Planning on being a college music major? Good for you! But if you’re like I was as a high school senior, there are some things you haven’t thought of yet. Now that I’m on the other end of things—a college music professor, teaching music majors—I have some advice that I share with potential students (and that I’d like to send back in time to my younger self). I hope these tips help you get off to a good start on your own college music studies.

    • What you need the most right now, before starting college, is a good private teacher. If you’re not already taking lessons, it’s time to start. (Note that if you have your sights set on a top-tier school, most of the people auditioning will already have years of serious private study under their belts!) A good teacher can help you choose some possible schools, prepare audition material well, and get a sense for what advanced music study is like. Oh, and sculpt you into a fine young musician. The money you spend on lessons will pay off when scholarships are awarded.
    • Read More “Advice for prospective college music majors”

  • |

    Reedmaking and choosing your college oboe or bassoon professor

    US college/university music departments and conservatories are filled with talented, qualified faculty. If you are an oboist or bassoonist bound for a large school then there will almost certainly be both oboe and bassoon professors there with outstanding credentials and years of high-level teaching and performing experience.

    Smaller schools are also well-stocked with excellent music faculty, and can provide a very, very good education. But one thing to bear in mind is that in smaller music departments, the faculty members often have to wear multiple hats, sometimes teaching instruments that they don’t perform on.

    Those professors still have much to teach you, and while it’s not an ideal situation it’s also not unheard of. However, for double reed students, there’s an additional wrinkle: the need to learn reedmaking.

    Reedmaking is a crucial skill for oboists and bassoonists. At larger schools it’s not unusual for the oboe and bassoon professors to offer classes in reedmaking, or at least to spend a significant chunk of lesson time on it. And while still learning this art, you will probably need someone to provide you with reeds or adjust ones you purchase elsewhere. (The ones from your local music store or online retailer aren’t likely to play at the level you will need for college study.)

    So, if you’re considering a school where you might study with someone who isn’t a performer on your double reed instrument, it would be worthwhile to find out their plan for teaching you reedmaking. If they don’t have a detailed and convincing one, you might think about some other schools, especially if you are planning to pursue a performance degree, or ask your teacher about ways to fill that gap in your education.

  • Hi, come on in, you’re right on time for your lesson.

    I have lots on things on my list for you today: we should double-check your rhythms on that etude, review those melodic minor scales that were giving you trouble last week, and discuss some finer points of vibrato.

    But something about your sunken eyes when I met you at the door, the way you slouched into the room, the slept-in fashion statement, says that today you are Struggling. Not because you are lazy or undedicated. But because college life is fraught with deadlines for research papers and rent payments, and scheduled to the brim with marching band rehearsals and late shifts waiting tables, and fueled by store-brand Pop Tarts and never enough sleep.

    And because of the heavy secrets that you carry. A friend spiraling into addiction. A boyfriend or girlfriend who tells you you’re not enough. A medical worry that you can’t afford to acknowledge. Sexual assault. Depression.

    We can try to fight through your repertoire piece, but today Saint-Saëns isn’t breaking the top twenty things on your mind.

    And while sometimes the biggest obstacle between you and your senior recital is sluggish articulation, sometimes it’s crippling anxiety about something else. And my calling is to get you from here to that recital, whatever is standing in the way. 

    So for now let’s put off talking about how many practice hours you have logged. Instead I want to know whether you have eaten anything in the last 24 hours. How much you slept last night, and the night before. Whether you have gotten any sunshine this week. Sometimes, I think, the best thing I can do to improve your playing isn’t to harangue you about intonation, but to offer you a protein bar from my desk drawer, send you home for a nap before you have to clock in at the restaurant, or make you walk a few laps around the quad and take some breaths of fresh air.

    Or sometimes to ask how you’re doing, ignore the reflexive “fine,” and wait for the real answer to come tumbling out.

    I’m no therapist. And I’m not your parent or your doctor or a social worker. I might not always be the right person for you to talk to—luckily you have friends, family, clergy who are also ready to listen. And there’s the campus counseling center, for when you need to talk to someone who isn’t invested in your life, or someone who can offer a professional opinion when medications or other therapies are needed. But if I seem like the right person to open up to, then I want you to feel safe and unjudged doing it.

    One thing, though: mentioning suicidal thoughts, even in passing, is a showstopper. Before we move on, I need you to tell me, emphatically, that you’re not in danger of harming yourself. If you can’t convince me, then I’m going to use this circa-1982 office phone to call one of the counseling staff for some help.

    Your musical pursuits are important, but not more important than your life and health and happiness. So let’s make sure the real problems are at a manageable level first, and then I’ll resume hassling you about tension in your embouchure.

    See you next week. Hang in there!

    Thanks for reading! You’re awesome. If you found this post helpful, let me know with a donation or an email.

  • |

    Advice on multiple-woodwinds graduate degrees and teaching careers

    I often have university students bring up the idea of graduate school and a university teaching career, and I have previously given general advice about that.

    Perhaps since my graduate degrees and a teaching career are in multiple woodwinds, my students sometimes wonder if that’s a path they should take. Here are a few thoughts:

    I’ve mentioned previously that, even for talented and hardworking folks, a graduate education is far from a guarantee of employment. Does a multiple-woodwinds degree help? I think it helped me, but I also had some significant luck.

    The year I was on the job market, I applied for a small handful of multiple-woodwinds jobs and got a small handful of interviews. I landed in the job that was the best match. I kept an eye on job listings in subsequent years, and years went by without a single multiple-woodwinds job being listed. If I had graduated a year later than I did, I may well have been unemployed.

    During my job search I also applied for single-instrument teaching jobs, and got zero responses. Having been on the hiring side of things a few times now, I understand why. Faculty jobs get dozens of applicants that need to be narrowed down quickly, and the ones whose qualifications and experience are laser-focused for the job in question rise to the top. Though I felt I had things to offer, my multiple-woodwinds background wasn’t a precise enough fit, and somebody else’s background was.

    So is a multiple-woodwinds education better, employability-wise, than focused study of a single instrument? It’s a calculated gamble. When you’re on the job market there might happen to be a windfall of single-instrument jobs, and if you’ve been focused on multiple woodwinds instead, you may be out of luck. However, there are fewer multiple-woodwinds graduates, so if a multiple-woodwinds-geared job opens, your background might prove very valuable.

    Multiple-woodwinds teaching jobs tend to be common at smaller schools with smaller music departments, and that may or may not affect your decision. I have a mixed but mostly positive relationship with my small-university job. If your heart is set on teaching at a major university, then most of the jobs won’t be multiple-instrument jobs, and your competition will mostly be highly-specialized, highly-focused single-instrument players.

    One other factor to consider is what kind of multiple-woodwinds education you want to get. Do you want to have a “primary” and “secondary” instruments, or study them in an equal way? Do you want to do a masters degree and a doctoral degree both in multiple woodwinds, or one in multiple woodwinds and one in a single instrument? How you focus your studies will affect which theoretical future jobs you will or won’t be a match for. (Each degree program is a little different, so check with the schools you’re interested in to see how their programs are structured.)

    Graduate study in multiple woodwinds can be valuable preparation for a career in higher education, but the job opportunities are limited and hard to predict. I suggest pursuing that path if you have additional reasons or motivations for doing so, like a fascination with the woodwind instruments and woodwind doubling.

3 Comments

  1. Hi Bret, your article is spot-on! I switched to sociology this year from music for my uni degree because the music course in my uni hasn’t been a good fit for me. However, as music is still a big passion for my life which I still have hopes in making a career out of it, I practice clarinet/bass clarinet, take lessons and occasionally perform outside uni hours. That way will only make me more prepared when I decide to take a music degree again, as well as having an alternative career(in sociology) if music really doesn’t work out! Thanks for your article again! Josh

  2. The part “this is your decision” seems familiar… but in high school it’s the other way around. People think they’re doing me some sort of favor by trying to talk me out of majoring in music. The problem is that their argument revolves around really vague concepts like “you should be benefitting the world.” These people also all happen to be intended STEM majors. At this point I pretty much just keep it a secret that I’m pursuing music.

  3. This is spot-on. I majored in music for one year. I realized that this profession did not match my expectations for what I wanted as a lifestyle, and that I could do something else that I loved almost as much, so I quit music. And once I realized that I was quitting music, the university I was going to did not have the program I needed, so I transferred to another.

    I never stopped playing. I played in ensembles at my new university. I joined community bands when I graduated, and played gigs. I have steady music work in a wedding band now, and am participating in community ensembles. I have taught some kids privately.

    And I love my day job, and the lifestyle which it enables. It was certainly easier to buy my full set of woodwinds with my day job, and I did not have to do right out of school to have a career.

    Excellent article. Thank you.

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