Should Your Child Submit a Music Performance Video With Their College Application?

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SHOULD YOUR CHILD SUBMIT A MUSIC PERFORMANCE VIDEO WITH A COLLEGE APPLICATION?

Harvard, Stanford, Columbia, Brown, and some other highly selective universities allow qualified applicants to submit optional music or arts materials. Each university has its own requirements and deadlines, so families should always review the school’s current instructions.

Many parents and students assume:
“If the college allows a music supplement, submitting one must help.”
That is not necessarily true.
A music supplement is not simply proof that a student plays an instrument. It gives music faculty an opportunity to evaluate the student’s actual performance level.
In other words, treat it like an audition.

A strong music supplement is not something a student can suddenly create during senior year. Ideally, preparation begins in freshman year through consistent lessons, thoughtful repertoire choices, ensemble participation, performances, and recordings.

Here are four questions to consider.

1. IS THE PERFORMANCE TRULY OUTSTANDING?

A recording may strengthen the application when it shows:
• Reliable intonation and rhythm
• Strong tone and technical control
• Mature phrasing and musical expression
• An understanding of style and structure
• Confidence and natural stage presence
• Professional sound and video quality

The goal is not simply to play all the correct notes. The performance should communicate a clear musical idea and make the listener want to continue listening.
Harvard explains that supplementary materials are most helpful when they reveal unusual talent, while Stanford describes its optional arts portfolio as an opportunity for students with extraordinary artistic ability.

Ask the student’s private teacher:
“If a college music professor heard this performance, would it make the student memorable?”
If the teacher can confidently answer yes, submitting the recording may be worthwhile.

1. DOES THE RECORDING REPRESENT THE STUDENT’S REAL LEVEL?

Be cautious if:
• The piece was selected mainly for the application
• The student learned it quickly
• The recording feels rushed or unfinished
• There are noticeable problems with intonation, rhythm, tone, or musical expression
• The performance does not match the level suggested by the student’s résumé
• The teacher is uncertain whether the recording represents the student’s best work

Admissions officers will not simply see that the student plays cello, violin, piano, or another instrument. When a music supplement receives faculty review, the evaluator can hear the student’s current level.

Brown, for example, states that music portfolios are reviewed by Music Department faculty. Columbia also accepts music supplements through its official portfolio system.
A recording that is pleasant but ordinary may not add meaningful strength to the application. Submit only when the performance supports the story told by the rest of the student’s application.

1. DID THE STUDENT CHOOSE THE RIGHT PIECE?

Do not automatically choose the hardest piece.
Choose music the student understands deeply and can perform with confidence, control, and genuine expression.

A polished performance of a moderately difficult piece is usually more convincing than an extremely difficult piece filled with mistakes.

The best selection should allow the student to demonstrate:
• Technical security
• Beautiful sound
• Musical personality
• Emotional communication
• Stylistic understanding
• Confident presentation

A strong recording from a recital, competition, or formal concert may show genuine stage presence. However, a carefully prepared studio recording may be better if the live performance has poor sound, distracting background noise, or an unfavorable camera angle.
Choose the student’s best piece, not simply the hardest piece.

1. CAN MUSIC STRENGTHEN THE APPLICATION WITHOUT A VIDEO?

Absolutely.
Students can demonstrate serious musical commitment through the Common Application Activities section, Honors section, and Additional Information section.
Relevant experiences may include:
• Years of private study
• School orchestra participation
• Youth symphony participation
• Chamber music and solo performances
• Competitions, festivals, and awards
• All State or regional ensembles
• Principal or leadership positions
• Community concerts and volunteer performances
• Teaching or mentoring younger students
• Long term involvement with a music organization
For Seattle area students, participation in school orchestras, youth symphonies, chamber groups, regional music programs, recitals, and community performances can demonstrate discipline, leadership, teamwork, and long term commitment.
These accomplishments still matter even when the student does not submit a recording.

FINAL ADVICE
Do not ask:
“Will submitting a video earn extra points?”
Ask:
“Does this recording reveal something exceptional that the written application cannot show?”
If the answer is a confident yes, consider submitting it.
If the answer is uncertain, present the student’s musical training, accomplishments, leadership, and community involvement clearly in the written application instead.
College applications are not stronger simply because they contain more material.
Every optional item should help the admissions committee understand:
“Why is this student someone we want in our college community?”
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A meaningful music supplement takes years to develop. Start early, choose repertoire carefully, record important performances, and ask for an honest evaluation from an experienced teacher before submitting.

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