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Music technology personal statement

More statements will soon be added to this page. YOU ARE ADVISED NOT TO COPY THE TEMPLATE BELOW BUT INSTEAD TO USE IT AS A GUIDE.

“I have chosen to study music technology because I believe that music is something that plays an important part in the fabric of our society and in human culture. To me music can be an expression of a persons emotion at a particular moment in time or a interpretation of their feelings i.e.  romance, love, anger and patriotism.

From a young age it has been a prominent part of my life and I have gained much enjoyment from playing musical instruments and experimenting with the latest technologies. This passion was reinforced within me at college where the teaching was inspirational and the practise very much hands on. I became involved in a college band and started dabbling in music analysis, song writing, audio engineering and designing sound.  All of these experiences left a lasting impression on my mind and inspired me to seek a career in the music and media scene. At the end of my college studies I am proud to claim that I achieved high academic grades and distinctions for the musical research side of my studies.

I consider myself to be a proactive individual who is eager to learn more about music and to thereby progress academically towards my career goals. I want to study those areas of music that I am most enthusiastic about, in particular; history, performance and composition. It is for these reasons that I have submitted my application to your institution. For me one of the best things about studying music technology at university will be the fact I will get to be around people who have similar musical tastes and interests as myself. This will allow me to feed of their knowledge and experience and give me an opportunity to hear different styles and also broaden my horizon.

With all this devotion for music inside me it was only natural that I decided to pursue a career as a professional musician with specialist knowledge of the latest technologies. I am pleased to say that after researching all my career options I quickly saw that this is a rapidly expanding field that offers a multitude of employment opportunities in the recording and broadcasting industries.

Right now I’m looking to start my musical ambitions by going on a music technology course that covers all aspects of the subject and that will widen my academic skills. I want to enrol at a university where the lectures are full of information and where you feel you have learnt something every time you leave one. The academic modules should prepare me for the way of thinking that is needed for academic research, employment or even possible future postgraduate studies.

I have decided to enrol at your university because it’s one of the few academic institutions that focuses exclusively on music technology.  On a visit to your campus I found your staff to be very friendly, approachable and helpful in explaining to me in detail the advantages of your course. In closing I would like to say that I very much hope to be offered a place at your renowned institution and look forward to the day when I enrol on your course.”

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Music Personal Statement Examples

• 1 Personal Statement Example Links
• 2 Career Opportunities
• 3 UK Admission Requirements
• 4 UK Earnings Potential For Musicians
• 5 Similar Courses in UK
• 6 UK Curriculum
• 7 Alumni Network

Personal Statement Example Links

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Ever been captivated by the universal language of music, its power to evoke emotions, and its profound cultural significance? Intrigued by the prospect of creating, interpreting, or studying music?

If so, a degree in Music could be your perfect journey. This vibrant field offers you the opportunity to immerse yourself in the theory and practice of music, honing your artistic expression and understanding the cultural contexts of various musical traditions.

Music is an incredibly interesting and relevant choice for students because it provides a way to express themselves creatively, to explore different cultures, and to gain an understanding of the world around them. Music can also provide a way to relax and destress, which is especially important in today’s fast-paced world.

Additionally, music can be used as a tool for self-expression and communication, as well as a way to connect with others. Finally, music can be used to explore the history and culture of different societies, providing students with a unique perspective on the world. All of these reasons make music an incredibly interesting and relevant choice for students.

👍 When writing a personal statement : Highlight your passion for the course, demonstrating your understanding of it. Use relevant personal experiences, coursework, or work history to showcase how these have fostered your interest and readiness for the course.

Career Opportunities

Someone with a degree in music can pursue many different career opportunities.

In the music industry, potential career paths include:

• Music Producer: A music producer oversees the recording and production of music, from the initial composition to the final mix. They are responsible for selecting the right musicians, sound engineers, and other personnel to create the desired sound.
• Music Composer: A music composer creates original music for a variety of purposes, from film scores to background music for video games. They must have a strong understanding of music theory and composition techniques.
• Music Teacher: Music teachers are responsible for teaching students of all ages how to read, write, and play music. They may teach in a school, university, or private studio setting.
• Music Therapist: Music therapists use music to help people cope with physical, mental, and emotional challenges. They may work in a variety of settings, such as hospitals, schools, and private practices.
• Music Journalist: Music journalists write about music for a variety of publications, such as magazines, newspapers, and websites. They must have a deep understanding of the music industry and current trends.
• Music Business Professional: Music business professionals work in the business side of the music industry, from marketing and promotion to legal and financial matters. They must have a strong understanding of the music industry and the laws and regulations that govern it.
• Music Venue Manager: Music venue managers are responsible for overseeing the daily operations of a music venue. Their duties may include booking artists, organizing and promoting concerts, managing staff, ensuring the venue complies with health and safety regulations, and dealing with financial tasks like budgeting and accounting.

UK Admission Requirements

In order to be accepted into a university course in music, applicants must meet certain entry criteria. Generally, applicants must have a minimum of five GCSEs at grade 4 or above, including English, Maths, and a science. Additionally, applicants must have at least two A Levels at grade C or above in music-related subjects such as Music Theory, Music Technology, Music Performance, or Music Composition.

In comparison to similar courses, the entry criteria for a university course in music is slightly more stringent. For example, a university course in music production may require only three GCSEs at grade 4 or above, and one A Level at grade C or above in a related subject.

UK Earnings Potential For Musicians

The average earnings for someone with a degree in music can vary widely depending on the individual’s job and experience level. According to the Bureau of Labor Statistics, the median annual wage for musicians and singers was $28,000 in May 2020. However, the top 10% of earners in this field made more than $80,000 per year.

In terms of job market trends, the music industry is expected to grow by 3% between 2019 and 2029, which is about as fast as the average for all occupations. Additionally, the demand for live performers is expected to remain strong, as the industry continues to diversify and expand. Furthermore, the use of technology and digital media has created new opportunities for musicians to create and distribute their work.

Similar Courses in UK

Other university courses related to Music include Music Technology, Music Production, Music Performance, Music Education, and Musicology.

Music Technology focuses on the use of technology to create, manipulate, and record music. It involves the use of computers, software, and hardware to produce music.

Music Production is the process of taking a musical composition and turning it into a finished product ready for release. It involves recording, mixing, and mastering.

Music Performance focuses on the development of performance skills and techniques. It involves learning to play an instrument, developing vocal skills, and learning how to perform in front of an audience.

Music Education is the study of the history, theory, and practice of music. It involves learning about music theory, composition, and performance.

Musicology is the study of music from a historical and cultural perspective. It involves the study of music from different cultures and eras, as well as the study of music theory and composition.

UK Curriculum

The key topics and modules covered in a university course in music typically include:

• Music Theory: This module covers the fundamentals of music theory, including scales, intervals, chords, and harmony.
• Music History: This module looks at the history of music from the Baroque period to the present day. It may also include an overview of different musical styles and genres.
• Music Composition: This module focuses on the fundamentals of composition, including melody, harmony, and rhythm. Students will learn how to write and arrange music for various instruments and ensembles.
• Music Performance: This module focuses on performance techniques and skills, such as sight-reading, improvisation, and vocal technique. Students will learn how to perform music in a variety of styles and genres.
• Music Technology: This module introduces students to the use of technology in music production, such as recording, mixing, and mastering.

Hands-on experience and practical work are an important part of any music course. Students will typically have the opportunity to perform in ensembles, compose and arrange music, and record and mix music using technology.

Alumni Network

One notable alumni from the University course in Music is John Williams, who is a five-time Academy Award-winning composer, conductor, and pianist. He is best known for his film scores, including the iconic Star Wars, Jaws, and Indiana Jones franchises.

Williams has also composed music for numerous other films, television shows, and concert pieces. He has contributed greatly to the field of music, and his influence can be heard in many of today’s popular film scores.

The University of Music offers several alumni events and networking opportunities for alumni. These include the annual Alumni Reunion, which is held each summer, and the Alumni Networking Series, which is held throughout the year.

Alumni can also connect with one another through the University’s online alumni network. Additionally, the University offers an alumni mentoring program, which provides students with the opportunity to connect with alumni who have experience in their chosen field.

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Essays, Personal Statements, and Résumés for Music Students

Essays, personal statements and résumés for music students can be daunting. While the audition is a key component in the acceptance process, admission reps want you to keep in mind that the paperwork side of the application is also important.

by Caitlin Peterkin

“We have a small interview component to our audition process and we review recommendation letters and a student’s music history (typically via the résumé),” says Megan Grady, music recruitment coordinator and assistant director of Admission at the University of Puget Sound School of Music. “We also like to see what else students do and if we think they’ll fit in well with our liberal arts university, not just the School of Music.”

Applying to music school is a highly-competitive process. Brittany Jimenez, associate director of Undergraduate Admission at USC Thornton School of Music , encourages students to be genuine and to put their best foot forward in all parts of the admission process.

“There are many parts of the application and admission process you cannot control, like who else is applying,” she says, “so carefully managing the parts you can control (like the writing supplements and portfolio submissions) will be very important.”

Catch the attention you want

An essay, often referred to as your personal statement, is required by many music schools. Each school posts its own guidelines for these. If you’re uncertain about what they’re asking for, contact the admissions office.

The Common App streamlines the process of applying to several schools, although not all schools use it. You’ll find out whether colleges and universities that use the Common App require a personal essay once you create your Dashboard on the Common App website. The Common App provides a list of “prompts” or ideas to write about and you are given the option to edit your essay after you submit your first application. Even if schools don’t require a personal essay, you’ll have the option to submit one.  

Music schools within universities as well as some colleges require you to apply to the university or college as well as to the music school. A separate school of music essay may also be required. Schools will indicate the word count as well as prompts or a specific theme they want you to write about. This may be referred to as a “supplemental essay.”

You can also choose to apply directly to schools instead of using the Common App. A request for supplemental materials including writing requirements is built in to these applications.

Note that these requirements may be different for transfer students.

So how do you make sure your essay and personal statement stand out from the crowd?

Here are suggestions from recruiters and admission representatives for creating essays they’ll they’ll be eager to read:

1. Do your research.

“It is beneficial to research the school and program and speak to the specific aspects and opportunities you find most relevant to you and your interests,” says Jimenez. “Getting to know the specific programs and faculty is important because every school is going to be unique in the type of experience they offer.”

Patrick Zylka, assistant dean for Admission, Financial Aid and Graduate Services at Northwestern University Bienen School of Music , agrees. “We want to know an applicant has done the research on our institution, not just that it’s a top ten ranking, or that their best friend goes here, but that they’ve really dug a little bit deeper and understand what the institution offers….and whether we’re actually a good fit for them.”

But he adds the caveat to not just regurgitate what’s on a school’s website: “Don’t tell us we’re a beautiful campus next to Lake Michigan—we already know!”

2. Don’t copy and paste.

Faculty and staff recognize that you’re probably applying to multiple institutions. Make sure to write a unique statement for each one, tailoring each essay to the specific program you’re applying to. Schools do not want to see a generic, cookie-cutter answer as to why you’re choosing their particular program.

“Essays that are clearly ‘cut and paste’ versions of an essay you’ve sent to a dozen schools…are not very persuasive,” says Christina Crispin, assistant director of Admissions at Eastman School of Music .

3. Show your personality!

As faculty and admissions reps review hundreds of applications each year, they want to read thoughtful statements from prospective students to get a better sense of each individual’s personality.

According to Zylka, admission reps view the essay as an applicant’s only opportunity to really show who they are as an individual, more than what any transcript or test score can reveal. “Speak from the heart,” he says. “If you’re funny, be funny. If you’re serious, be serious.”

Grady agrees: “We are looking for students to tell us more about themselves. We like to see creative essays that tell us something we may not be able to learn from the rest of their application.”

4. Proofread—multiple times.

Not only are essays a good way to show your personality, but they’re also a chance to demonstrate that you can write in a clear and coherent way.

“The essays that we are least impressed by are those that have typos, grammatical or punctuation errors—anything that screams, ‘I didn’t proofread this,’” says Crispin.

Some other no-nos: run-on sentences and “writing one big paragraph instead of a thought-out essay,” according to Grady.

Your résumé – the right way

Nearly all applications for music schools require a résumé.  

“The résumé is the place for applicants to highlight their musical accomplishments and experiences,” says Crispin. “If they want us to know about other extracurricular activities, leadership, volunteer work, etc., the résumé is a good place to capture that information.”

“It’s important to tell us about any honors, awards, summer festivals, private lessons,” adds Zylka. “Things that show us you didn’t just go to high school from a certain time in the morning to the afternoon.”  

• Make it clean and organized.

There is no one right way to format a résumé unless specified by the schools you’re applying to. They should be easy to read. Include your contact information plus music-specific information and experience.

“Present your résumé in an organized way so it is easy to review what you have done and when,” says Jimenez. “The résumé is typically 1-2 pages in length and mostly focuses on accomplishments and activities during high school.”

“Clean résumés are best—for musicians, that involves what you’ve performed, competitions you’ve won, ensembles you’ve performed along with chair placement (if applicable),” says Grady.  

“Keep your activities limited to your high school achievements,” she adds “unless there’s something particularly outstanding (like a performance at Carnegie Hall) that took place before high school. Show that you play multiple instruments and for how long, who you’ve studied with, ensemble directors, etc.”

• Proofread.

Edit your résumé multiple times, and have a trusted friend, family member, or teacher look it over. “We never want to see typos, misspelled words, or grammatical errors,” says Jimenez.

Final thoughts

Crispin advises all students to start their application early. “We often hear from applicants that they were surprised how much time it took to fill out their applications, and you don’t want to be rushing and risking errors right before the deadline,” she says. This also includes reaching out to teachers for recommendations well before applications are due.

Just like no two music programs are the same, no two application processes are the same. Do the research on what exactly is needed for each program you’re applying to, and make a checklist with deadlines for each one.

Finally, utilize all the resources available online and in admission offices. “Our website should be your best friend throughout the process,” says Jimenez. “Your other best friends will be the people in the office of admission. Applicants are always encouraged to ask questions anytime! We want our applicants to be successful throughout the admission process and are here to help however we can.”

Caitlin Peterkin is a writer/editor and arts enthusiast currently based in Portland, OR. She has worked as program manager for Earshot Jazz (Seattle) and has written for BestNewBands.com , Chronicle of Higher Education , and Paste Magazine . She graduated from Indiana University Bloomington with a B.A. in Journalism and a minor in Music.  

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Applying for Music at Oxbridge: The Course, and How To Craft A Standout Music Personal Statement

Find out more about the Oxbridge music courses and what to read/ listen to for your music personal statement with U2 tutor, Kai (1st Class Cambridge Music graduate and current Oxford PhD student, researching the existential implications of AI-composed music).

What does a Music course involve at Oxford or Cambridge?

Studying Music at university is an inspiring and thrilling experience—yet, until you have first-hand experience, it can be difficult to tell what an academic Music course actually entails. Specifically, how does studying Music at a university like Oxford or Cambridge differ from doing a performance or composition degree at a conservatoire? Is there a difference?

The short answer is yes—there is a huge difference. For although you can choose to make performance or composition play a role in your university studies, they will never become the main focus; at both Oxford and Cambridge, both performance and composition are each limited to around a fifth or sixth of your studies in a given year. So what do you do with the rest of your time? Here are some of the key components that make up most Music degrees:

Music history

o   This is usually focused on the development of Western music (all the way from plainchant to the present!); the emphasis is on the continuities and discontinuities between styles through history. For example, how did Schoenberg’s atonal music emerge from Wagner’s late Romanticism? At the same time, music history explores how music has both shaped and been shaped by the extra-musical features of its historical context, such as literature, visual art, philosophy, theology, and politics. For example, what impact did Stalin’s censorship have on Shostakovich’s musical style?

Theory and stylistic composition

o   This is the study of the fundamental methods and conventions that define a musical language. Although there will likely be an initial focus on the Western tonal and modal tradition—for example, Classical and Romantic harmony, Baroque fugue, and Renaissance counterpoint—there is also scope for things like jazz transcriptions, film music composition, and orchestration.

o   At first, analysis is not hugely differentiated from theory, as both involve understanding how music is constructed; at its most basic level, then, analysis involves things like identifying chords and structural markers in specific compositions. However, where analysis becomes really exciting is when you can build on these foundations to make your own judgments and interpretations. For example, there might be a Chopin nocturne you love, and that always makes you feel nostalgic; you could then try to get the bottom of how exactly Chopin’s compositional decisions—his choice of specific chords etc.—may serve to evoke such feelings.

Composition

o   Here you have ‘free reign’, as it were. Although you will be encouraged to find your own compositional voice, you will be exposed to lots of different musical styles, especially those of living composers, in order to inspire you.

Performance

o   This is predominantly assessed through solo recitals. However, given that you are studying at an academic university rather than a conservatoire, there is also an emphasis on understanding key issues in performance, rather than simply practising your instrument. For example, to what extent are a performer’s facial expressions part of their performance?

Ethnomusicology and sociology of music

o   These related areas constitute the study of music in specific cultural contexts, with a particular emphasis on how musical practices interact with social structures. Ethnomusicology differs subtly from sociology of music in its focus on musics that do not belong to the broad tradition of Western art music—for example, the gamelan music of Bali. The sociology of music tends to be more focused on issues like gender, sexuality, and power structures, as they manifest in the music of contemporary society.

Psychology of music (music and science)

o   This investigates how we perceive and are uniquely affected by music, using psychological methods such as listening experiments, surveys, and brain scans.

What should I read (and listen to!) in preparation for my music personal statement and interviews?

I would suggest, as a general rule, that there are two types of book you should read. Firstly, general overviews and introductions are extremely useful for providing a basic grounding in key areas, as well as for drawing your attention to specific topics that might strike you as especially fascinating. This brings me to the second type of book: more narrowly focused works on a specific topic, such as a composer, a period of history, or a key concept (such as cultural appropriation in music). Remember, though, that you are NOT expected to have read and to know everything! So even though I will provide quite a few suggestions, I would suggest that you stick to reading a couple of introductory books and a couple of books that align with your specific interests. What’s most important is that you read carefully and critically —make sure to note down your ideas as you read. This will be useful for your personal statement as admissions tutors are looking for applicants who can critique and present their opinions, rather than list an abundance of books they have read. Some introductory books include:

An Introduction to Music Studies , edited by JPE Harper-Scott and Jim Samson

o   This book consists of a series of chapters by renowned specialists on the key areas and themes in the study of music—in effect, a much expanded (and much better!) version of the summary I gave above.

Oxford’s Very Short Introductions

o   There are several of these for music, including: Music (in general); Film Music; Folk Music; Ethnomusicology; Psychology of Music; Early Music; World Music; Country Music; and The Blues. Because they are so short and readable, they are the perfect way to sample various areas.

A Guide to Musical Analysis , by Nicholas Cook

o   This is a readable overview of key concepts and techniques in musical analysis; it’s especially useful for those who are daunted by the topic.

Musicology: The Key Concepts , by David Beard and Kenneth Gloag

o   This book consists of a huge number of short entries on themes in musicology, including things like ethics, gender, globalization, interpretation, modernism, and the sublime.

In terms of the second type of book, there are two main ways to find them. You can look for what the above introductions reference when they are focusing on a particular theme. In addition, you can simply search on a website that sells books—such as Amazon, Waterstones, or Blackwell’s—for the topic you are interested in, such as Stravinsky’s Rite of Spring . In general, books published by university presses, such as Oxford and Cambridge, will be more detailed and will be written by specialist academics; for this reason, I would encourage you to give some a go, but also not to be discouraged if you don’t understand everything at this stage. The key point is to read what grabs your attention —for this reason, there is no extensive general reading list I can give. That said, here are some personal suggestions for particularly good books on specific areas:

The Rest is Noise , by Alex Ross

o   This is an extremely popular book, and rightly so. Ross takes you on a journey through twentieth-century music, from late Romanticism, through Stockhausen, to Rock music.

The Classical Style and The Romantic Generation , by Charles Rosen

o   Both these books are classics, and focus on the Classical and Romantic eras respectively. Their main strength is Rosen’s ability to present deep insights from the music itself—they are ‘serious’ musicology—in a beautifully readable manner.

Cambridge Music Handbooks

o   This is a series of short books, written by specialists, each of which focuses on a specific piece, from Bach’s Mass in B Minor to The Beatles’s Sergeant Pepper . They are both accessible and rigorous.

Sound and Symbol , by Viktor Zuckerkandl.

o   This is a beautiful and quite poetic book that explores the experience of listening to music. Although there is some analysis, it is engaging throughout and never dry. 

Finally, it is crucial never to stop listening to music! Never just read a book on musical history without looking up some of the music mentioned and listening to it yourself—otherwise, what’s the point of studying music? Listen to what you love, read about what you love to listen to, and listen to what you are reading about. At the same time, listen to pieces outside your comfort zone , and make sure you are familiar with some of the seminal pieces in the history of music —not just because they are important in the study of music due to their influence, but also because they are generally amazing!

Some good music pieces to listen to for Oxbridge applications

Try listening to a few pieces a week, along with the score (there are many YouTube videos with the audio synced up with the score). Here are some suggestions, in chronological order—this list is by no means exhaustive, and is focused on the kind of music that you will encounter whilst studying music history (that is, music from the Western art music tradition):

·         Dies Irae anonymous plainchant

·         O Ignis Spiritus Paracliti , by Hildegard of Bingen (12th century)

·         Viderunt Omnes , by Perotin (c.1200)

·         Ave Maria Virgo Serena , by Josquin (c.1475)

·         Missa Papae Marcelli , by Palestrina (c.1562)

·         Vespers , by Monteverdi (1610)

·         St Matthew Passion , by Bach (1741)

·         Piano Concerto no.21 , by Mozart (1785)

·         Symphony no.9 , by Beethoven (1824)

·         Dichterliebe , by Schumann (1840)

·         Tristan and Isolde (especially the Prelude and Liebestod ), by Wagner (1865)

·         Symphony no.4 , by Brahms (1885)

·         Symphony no.9 (‘From the New World’) , by Dvorak (1893)

·         Prelude to the Afternoon of a Faun , by Debussy (1894)

·         Symphony no.5 , by Mahler (1902)

·         Violin Concerto , by Sibelius (1905)

·         Gaspard de la nuit , by Ravel (1908)

·         Three Piano Pieces op. 11 , by Schoenberg (1909)

·         Fantasia on a Theme by Thomas Tallis , by Vaughan Williams (1910)

·         The Rite of Spring , by Stravinsky (1913)

·         Cello Concerto , by Elgar (1919)

·         Symphony , by Webern (1928)

·         Music for Strings, Percussion and Celesta , by Bartok (1937)

·         Symphony no.5 , by Shostakovich (1937)

·         Appalachian Spring , by Copland (1944)

·         Peter Grimes , by Britten (1945)

·         Four Last Songs , by Richard Strauss (1948)

·         Le marteau sans maître , by Pierre Boulez (1955)

·         Atmosphères , by Gyorgy Ligeti (1961)

·         Sinfonia , by Luciano Berio (1969)

·         Black Angels , by George Crumb (1970)

·         Rothko Chapel , by Morton Feldman (1971)

·         Music for 18 Musicians , by Steve Reich (1976)

·         Symphony of Sorrowful Songs , by Henryk Gorecki (1976)

·         Asyla , by Thomas Adès (1997)

·         Orion , by Kaija Saariaho (2002)

·         Partita for 8 Voices, by Caroline Shaw (2012)

·         Become Ocean , by John Luther Adams (2013)

Remember, the point of a personal statement is to be personal. Professors are looking for applicants who can demonstrate certain abilities, but how you gain those abilities and how you exhibit them in your personal statement and at interview is completely up to you and should be determined by your interests. Studying music at Cambridge or Oxford is an incredible experience.

Good luck, and happy reading and listening!

Looking for a Cambridge or Oxford Music Personal Statement Writing Tutor or Support For Your Wider Oxbridge Music Application?

Music Degree Personal Statement Support

U2’s Oxbridge-educated mentors have a close insight into what admissions tutors like to see in a Music personal statement, and can help students to convey their skills, motivations, and long term goals, in order to stand out from other applicants. The statement should be the candidates own work, but our mentors will provide direction and guide you through the process of content building and writing. We offer offline drafting as well as tuition sessions.

Oxbridge Music Mentoring

U2 offers wider Oxbridge Mentoring programmes (book a free consultation to discuss options). We have a large team of Oxford and Cambridge Music tutors including 1st Class, Master’s and PhD level graduates.

The Process:

1) We suggest a Cambridge or Oxford Music graduate as a mentor and send their full CV for review. Our mentors are deeply familiar with the admissions process to study Music at Oxford and Cambridge University, and are well-placed to guide you through personal statement curation and preparation for the interview process. We may suggest a range of application tutors to choose from with slightly differing rates depending on qualifications and level of experience.

2) We typically suggest beginning with a 1.5 hour informal assessment/ taster session , where the mentor will informally assess the student’s current performance level for application, including test and interview. Following this, we issue a report with feedback, and structure a plan to best prepare.

3) U2’s approach for regular Oxbridge Music application sessions: The main focus of tutorial sessions will be to explore material that can be discussed in the personal statement and at interview - this may sometimes stretch to First Year Undergraduate. Mentors ensure each student refines their interests, and is exposed to a range of new concepts, guiding students in their reading and wider subject exploration. Together, we build a case for the student, solidifying the stance and direction they will take during interview and honing critical discussion and analytical skills for interview.

Frequency of sessions can be decided between student and mentor. Students can take either ad hoc sessions, or we structure a full programme for preparation, which may include further co-curricular opportunities such as our Oxbridge mock interview days. Honing the skills necessary to succeed for Oxbridge ideally requires long-term preparation and mentoring presents a wonderful opportunity to learn from some of the very best Oxbridge has produced.

Sessions from £75/h.

Preparing for Philosophy at University: Reading, Personal Statement and Oxbridge Interview Questions

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• Personal Statements
• Music Personal Statement

Music Personal Statements Example

Sample statement.

I love music but I also enjoy a challenge. That is why I have decided to focus on music as my future career rather than just a way to relax. I have had an instinctive feel for playing music, singing and moving to music since I was a small child and I have enjoyed training to improve my skills and to make my playing and singing a pleasure for others. That has not always been easy. It’s a lot of hard work at times but the rewards for sticking with it are very worthwhile.

A university course in music is the next natural step for me and I realise that it won’t be easy. It will be an opportunity to grow as a musician and I look forward to being able to immerse myself in music and to develop my skills both on a personal and academic level. Music for me is relaxing but it is that all-encompassing relaxation that comes with the self-discipline required to practice and improve. Learning to play a musical instrument can be torture, but getting through the difficult stages and learning to make the instrument sound good is so satisfying.

Music needs determination, commitment and skill to be able to make it sound good, but being able to apply your musical achievements to build a career also needs a thorough grounding in the music industry. I want to focus on expanding my musical skills and knowledge but also on where it can take me in the future. Studying at university level seems a very natural next step.

I have looked for music courses that allow flexibility and that will give me the widest experience and appreciation for different types of music and different ways of making it. I want to learn the technical knowledge too, building on my experience with music software I have already been using.

College has been a positive experience for me and I am lucky to have been within an environment that was encouraging and challenging at the same time. My music teachers provided the push we needed to achieve our best but were also realistic in the deadlines that they set. This has made me able to cope well with time pressure and I work consistently and well to finish set tasks, which has given me added confidence. I have a high natural ability, with a good ear, timing and good rhythmic skills but I have learned to become a polished performer and to work well within a group.

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Music Performance Personal Statement

Sample Music Performance Personal Statement

From a young age, hearing stories of my grandfather’s career as a play-by-ear pub pianist, I have been passionate about music and determined to pursue a career as a musician. Having worked hard to gain academic and practical experience in the field I am confident that I have the ability to succeed at undergraduate level.

At school I have performed solidly across a range of subjects, showing motivation and ability by taking my GCSEs and my A-levels 12 months early. It has been in musically related subjects where I have performed best, however, and, through undertaking both Music and Music Technology at A-Level I have given myself an excellent foundation for future study.

As with anyone who is pursuing a career within the field, studying various instruments and music theory has also constituted a large element of my extra-curricular activities. My main instrument is the alto saxophone, in which I have achieved a distinction at Grade 8. My love of woodwind instruments extends from playing the clarinet, in which I have achieved a Grade 7, while my broader interest has allowed me to gain both Grade 5 Music Theory and a merit in Grade 2 Piano.

It is performing and sharing my love of music with others that has truly inspired me, however, and I have taken every opportunity to gain experience where possible. I am currently the principle saxophonist for a number of local orchestras, I also fill in as principle clarinettist when necessary. This has offered the opportunity to play in a range of venues and contexts, including concerts at Symphony Hall and various fundraising events. I also play with a range of smaller ensembles throughout my community, covering every type of performance and venue, from busking to residential care homes. More recently I have begun playing with a function band, covering bass sections in a range of covers. While broadening my experience into different styles, this has also improved my arrangement abilities by working out the relevant parts from the recordings by ear. Recently I also attended the Summer Saxophone Spectacular course run by the National Saxophone Orchestra, which offered the opportunity to perform with noted professionals, such as Nigel Wood. I also gained experience teaching saxophone, clarinet and music theory for Musical Den International, Walsall Academy and at local primary schools, greatly improving my confidence in my knowledge, my ability to communicate my enthusiasm verbally and musically, and my teamwork skills. Perhaps the experience of which I am most proud, however, is my performance at last year’s Walsall Young Musician of the Year competition, in which I was a finalist.

While my love of music, and my dedication to developing my skills in the field may well dominate both my educational and extra-curricular activities, I also find time to indulge my desire to play a valuable role in my community, arranging regular fundraising events. I am also a keen traveller with a limitless curiosity about the world, having visited various countries both with school and family.

As my achievements within the field suggest, I am a hardworking and dedicated student with the passion and ability to make a real contribution as a musician. While I have worked hard to gain the relevant academic knowledge to ensure I can perform to a high level throughout undergraduate study, it is my skill in performing, and communicating my enthusiasm to others both through playing and teaching, that will continue to motivate me to achieve my future goals in the field.

We hope his sample Music Performance Personal Statement has been helpful in developing your own.

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Multimedia and Arts Technology Personal Statement

I believe that computers can now be considered the centre of all knowledge – with so much information readily available by simply conducting a single search on a web browser. I have been interested in the vast world of technology ever since my earliest memory of experiencing video games and being fascinated that the combination of a screen, a gaming platform and a controller could allow you to experience an entirely different, virtual environment. I am intrigued by contemporary technology and the way it is influencing new generations.

Studying ICT has allowed me to advance my knowledge of computers from research of computer systems and how components work together. It has also led to me learning the basics of web architecture when creating a website. I improved my own website using my programming skills of HTML and CSS via the platform of Bootstrap that I learnt from the online resources of CodeAcademy, this produced a better functioning website as opposed to the template of Adobe Dreamweaver that was suggested. By challenging myself to improve my ability, I have enhanced my learning experience and reinforced my passion for technology. From studying A-Level Mathematics, I have developed the logical thinking I require when solving complex problems and deciphering the processes required to find a solution. This skill can be applied to the creation of interactive applications as I am aware of the strong connection between maths and computing; I observed that possessing a knowledge of mathematical methods helps to explain programming languages such as the use of booleans in Python. This combines with my understanding of the effects of inventions in societies that I have perceived from my studies in English Literature which helps me to interpret how my creations will impact an audience.

I was able to gain some industry experience by investing a week at the children’s technology development company Dubit Limited where I undertook roles in creative , research and quality assurance departments. Working within these departments allowed me to explore different occupations, such as Graphic Design and QA Testing, that in the future I may want to pursue. During my time with the company, I benefitted from the opportunity to build on my key communication and organisational skills, whilst I was also able to gain an understanding of Adobe Flash and therefore develop my artistic capabilities by experimenting with the software. I also learnt the importance of issue tracking and management software such as Jira which allows each department to know what to improve when co-operating on a project and gave me an experience of the debugging process when creating an interactive application. Through combining these varied skills, it reinforced my desire to work both creatively and technically within a future role.

I have also had the opportunity to better my communication skills by assisting children in several subjects – ICT, mathematics and art. I volunteered to introduce the video game ‘Minecraft’ to some younger students, aged 12-14, to develop their understanding of how a game can lead to limitless creativity. It lead to the students creating simple houses to more intricate designs such as towers which presented to them the idea of having no limitations on their imagination. I recently aided primary school children in producing paintings of rivers for the Wharfe Valley Learning Partnership; I discussed various styles, provided background information on artistic movements and guided the children through the creative process. I currently support lower ability students, aged 12-13, with maths by working with them to complete tasks in problem topics to ensure that they are able to progress to improving their grades.

Outside of studies I enjoy reading, music, art, baking and playing video games; each of these interests incorporate technology. The digital portability of ebooks and mp3s allows me to enjoy reading and listening to music regardless of location, creative software enables me to produce art and the internet provides platforms in which I can easily find recipes in the various forms. My preferred platform for video games is a PC due to ease of access and preferred controls. To further my knowledge of programming, I read ‘Code: The Hidden Language of Computer Hardware and Software’ by Charles Petzold which taught me to fundamentals of computer science through the use of common objects. I also recently participated in a competition to celebrate Ada Lovelace Day that asked for my opinion on what would interest her in the 21st century; this improved my research skills as I researched her interests and chose to look at computer-generated music and art based on both my own and Ada’s love for the arts.

I believe that studying a creative technology course will allow me to develop the knowledge of interactivity in an advancing digital society which will increase my potential of progressing to a future career as a web designer or developer.

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