.png)
Special Interests
How Your Special Interests Can Help Support and
Personalize Your College Application
You may have taken up a hobby or a few extracurricular activities as a way to take a break from academics. But did you know that these very pursuits can give your application an expected edge? Colleges are looking for applicants who will be valuable contributors to their campus communities. This section will inform you about how your special interests can make your application stand out. No matter what your interest may be, the way you approach it can even help you prepare for—and get into—your college of choice.
What Is the NCAA Clearinghouse?
The NCAA has established a Clearinghouse for both recruiting and eligibility purposes for student-athletes. The Clearinghouse determines if a student has met the academic requirements to play at the college level. There are specific core course requirements and an academic index (based on GPA and SAT) that students must meet, which is generally not a problem for Friends students. All potential college athletes should file a NCAA Eligibility Form (available online). Students who are being actively recruited by a Division I or II college team should review the NCAA recruiting rules and follow them carefully. Note that you are allowed official recruiting visits to only five colleges; if you visit any others, you must pay for everything yourself. There are also other rules about the times when coaches may contact you.
You can obtain a NCAA Guide for the College-Bound Student-Athlete on line at
http://fs.ncaa.org/Docs/eligibility_center/Student_Resources/CBSA.pdf
Athletics and the College Process
How do I know if I can play at the college level?
The best way to determine your ability to play a sport at the college level is to talk to your coaches both in and out of school. In fact, playing a sport outside of school is crucial. Club teams, AAU, PDA, etc… will allow you to compare your level of play to others. Coaches at these levels also have greater exposure to better players and therefore can make better comparisons. Coaches know not only your ability and potential but also where and how students with similar qualifications have gone on to college in the past. It is important to be realistic when assessing your ability to play in college and at what level. Few Friends students earn athletic scholarships to NCAA Division I and II colleges. Each year, however, a handful of students will pursue and be pursued for Division III teams.
What is the difference between Division I and III?
The National Collegiate Athletic Association consists of three divisions. Division I is the most well known and most competitive and almost all schools in this division offer athletic scholarships with the exception of Ivy League (none) and Patriot League (only certain sports). Division II colleges also offer athletic scholarships but on a smaller scale than Division I. Finally, Division III colleges do not offer athletic scholarships. Competition can be intense at all three levels, though clearly more so at the big name Division I schools where games are typically televised. Playing at the Division I level is a major commitment year round—be prepared!
How do I get myself noticed by a college coach?
Friends is a small school and we compete in a small league. Serious athletes must attend summer college camps, clinics, and showcase tournaments, which will allow them to train and compete at a higher level and to be seen by college coaches who do not have the time to attend high school games. If a student plays with an out of school league, it is possible that college coaches will attend some of those games. Be sure to ask your coach about this possibility.
Students should also proactively contact college coaches by sending a brief cover letter and athletic resume (see samples). Email is an excellent way to establish contact with coaches. Once initial contact has been made it is important to be persistent in following up and maintaining contact with that coach. If you are a fall athlete, you should begin this process in the fall and winter of your junior year. If you are a winter or spring athlete, then the winter and spring of your junior year is appropriate. If a coach is interested, he/she may ask you for more information, your game schedule, and perhaps for a video. These videos do not need to be professional, which can be quite costly.
Be sure to keep track of your interactions with college coaches: who, when, how. Later this will help you to gauge the coach’s interest level. Remember that some coaches may contact a great number of students, while intending to truly recruit only a few.
Are there any other books or websites that I can consult for more information?
Most big college handbooks contain lists of colleges that offer specific sports, sorted by division, which can be a good starting off point.
Other books to check out are:
-
The Student-Athlete’s Handbook: The Complete Guide to Success
-
The Winning Edge: A Student-Athlete’s Guide to College Sports
The college websites are also wonderful resources: you can find the coach’s name and contact information, the schedule of games, and specific information about the season and players. Other websites include:
What kinds of questions should I be asking myself and my future college coach?
-
Do you love your sport?
-
Do you have the passion?
-
Would you be happier on the bench of a very strong team? Or would you prefer to be a major force on a weaker team?
-
If you were unable to play because of injury or some other reason, would you feel satisfied with the college academically and socially?
-
Have you developed the time management and organizational skills to successfully balance college athletics and academics?
-
Are both the athletic team and the academic program good fits?
-
Will you be able to compete in the classroom and on the court?
-
What options other than varsity athletics exist? Would you be happier playing on a club or JV team?
-
How do athletes balance athletic, academic and social demands in college?
-
What is the time commitment in and out of season?
-
Are there practices once a day? Twice a day? Out of season training?
-
What is the team’s meet schedule?
-
How much travel is involved?
-
What percentage of players graduate
-
What is the current team’s grade point average?
-
What academic support programs are available to student-athletes?
-
How would you best describe your coaching style or philosophy?
-
Can you describe your training philosophy?
-
How will I fit into the team freshman year?
If you are being actively recruited by a coach, it is appropriate to politely ask for an indication of the coach’s interest. It is also not unusual for a coach to ask the same of you. Many coaches have a specific number of students that they can support (that does not mean “get in”) in the admissions process. You should be honest about your interest level.
What can my high school coach do to help?
Ask! Your high school coach can not only help you to assess your ability to play at the college level, but he/she may also be willing to recommend you (by letter or phone) to specific coaches. Your coach can be a great resource for advice and guidance; do not hesitate to talk with him/her. And of course if you play out of school you should also consult with that coach as well.
Will coach interest “get me in” to a reach college?
Remember that college coaches, particularly at the Division III level, are often more “public relations” than “admissions.” Their goal is to attract talented athletes, but they may actually have less influence over an admission decision than they say. While athletic talent and accomplishment is always viewed positively in admission review, the degree to which it may help a particular student at a particular school can vary dramatically. Make sure you have a realistic list of colleges, not based entirely upon perceived coach interest.
Of course, for this tip to be helpful, you do need some idea of what you’re looking for in a college. If you’re just figuring that out, reading through brochures from a variety of colleges could be helpful. As you read, make a list of what college characteristics appeal to you. You can refine this list later as you get a better idea of your interests and how they might fit into your college experience.
Performing Arts and the College Process
Many of our students have studied the performing arts extensively both at Friends and outside of school. If you feel that you have completed significant work in the arts, it may be to your advantage to submit a sample of your work as part of your college application. Most colleges now use a website called Slideroom, which is connected to the Common Application, to submit arts supplements. If you plan to apply to a performing arts degree program, an audition will definitely be a requirement for admission—whether on campus, here in New York City, or by video.
What is the difference between a BFA, BM/BMus, BA and BS?
A Bachelor of Fine Arts is the professional degree for performing artists. BFA programs are offered at both conservatories such as The Juilliard School and at larger universities such as Carnegie Mellon and Vanderbilt. You might consider a Bachelor of Fine Arts (BFA) if you wish to pursue a career in theater or dance performance, directing, playwriting, choreography, or theater design. BFA programs are often competitive and selective. A BFA degree will provide students with a background in the history of their discipline. It will also require students to focus mainly on courses of practical application and training in their area of study.
A Bachelor of Music (BM or BMus) is the professional degree for musicians. You might consider a BM/ BMus if you wish to pursue a career in music performance, education, composition, technology, production, business, musicology, sacred music, or arts administration. However, some schools award a BA or BS rather than a BM for programs in music education, music technology, music business, or other related fields.
The Bachelor of Arts (BA) and Bachelor of Science (BS) degrees are awarded for studies in the liberal arts. You might consider a BA or BS if you wish to pursue a career in a music or theater field that is not performance-oriented, or in an entirely different field.
How do I know which type of program I want?
Many students who pursue a BFA have known for several years that they want a career in the performing arts. If you are uncertain, try asking yourself the following questions: How serious is your commitment to music, drama or dance? Does the idea of being in predominantly performance-based classes appeal more or less to you than traditional academic courses? Do you have the training and talent for a competitive performing arts program?
If the arts are a passion of yours but not necessarily your intended career path, you should consider a college or university that has a strong arts program (BA or BS) in addition to the other areas of study that interest you.
How do I decide between a BFA at a conservatory or a university?
The breakdown of coursework for BFA students at conservatories and universities is basically the same. You will not be required to pursue more liberal arts classes at a university, though there may be a broader spectrum of courses from which to choose. Similarly there may be a greater choice of performing arts electives or concentrations at a conservatory but again you will not be required or may not be interested in exploring many of them. There are many advantages to both types of schools, and as you begin the college process it would be useful to explore all options before ruling any out.
Some points to begin thinking about are:
Conservatories tend to be small, supportive communities where the resources are focused solely on the performing arts. Career counseling, for example, may be more developed at a conservatory as the program is focused in one direction.
At a conservatory you would focus solely on your craft. You would delve deeply into the history, theory, and application of your specific medium.
At conservatories everyone is passionate about the same thing; this makes for an intense, exciting, creative environment.
Universities offer a more traditional college experience—sports, fraternities, and the like.
University performing arts programs tend to be small and intimate even if the school is large.
If you ultimately change your mind about a performing arts major, you can usually internally transfer to another program at a university, whereas you might have to transfer schools entirely if you are at a conservatory.
What kinds of questions can I ask to learn more about these different programs?
First, check out the schools’ websites, looking specifically at the department’s description and mission, the faculty (number and training), and course offerings (number and variety). Also take advantage of the resources here at Friends; talk to your Drama, Dance, and Music teachers and College Counselor. If you are interested after this initial research, then plan a campus visit if possible. Seeing the facilities (practice and performance space, equipment) and the work of current students will give you a strong feel for what a particular school has to offer.
Topics to ask about either on campus or
via email:
-
Depth and variety of majors and concentrations
-
Facilities
-
How many ensemble groups are there? How many performances a year?
-
Is participation limited (i.e.: can only upperclassmen be in major shows)?
-
Is there a cutting process (i.e.: are students dropped from the program after a foundation year or two)?
-
Faculty (background, active performers, visiting professors)
-
Career counseling and placement
-
Student body (age, geography, size)
-
Audition requirements
-
Financial aid and merit scholarships
-
Individual performance opportunities (recital, showcase, etc.)
General Tips on Auditions
Always check specific requirements for every school to which you will apply!!! And ask your teachers here at Friends for advice and
feedback—they are excellent resources! Hover over the boxes below to learn more about the different kinds of auditions and their guidelines.
Acting
-
Read the entire play to fully understand character, plot and motivation.
-
Selections should be within your natural age range and relatively known.
-
Some schools publish lists of preferred or overused pieces; look out for this.
-
Bring a resume and recent photograph or headshot.
Typically two contrasting monologues, two to three minutes in length. Be prepared to perform a third piece if asked.
Musical Theater
-
Same monologue requirements as acting majors.
-
Typically two contrasting songs: a ballad and up-tempo song.
-
An accompanist is usually available but you should bring your own copy of the music.
-
At the audition, you will learn and perform a dance routine.
Typically two contrasting monologues, two to three minutes in length. Be prepared to perform a third piece if asked.
Music
Guidelines vary tremendously from school to school, and instrument to instrument.
-
Understand what is being asked of you and begin preparations well in advance.
-
Typically two contrasting pieces.
-
Typically at least one scale.
-
Sight-reading (although the importance of this varies depending on the program).
Final Thoughts:
Performing arts programs can be incredibly competitive; space tends to be very limited regardless of talent. In general, auditions are not warm, welcoming experiences and you should be prepared for that. Try not to personalize the experience and only seek to do your personal best.
How important is the audition in the
admission decision?
For students applying to liberal arts schools (BA/BS), sending an arts supplement will not have a significant impact on the admission decision. For this reason students should not go to tremendous expense and effort in putting together this supplement. However, demonstrating your talent and experience can be positive, if not a deciding factor.
Some liberal arts schools do offer merit scholarships that are talent-based. These scholarships typically require an audition. Auditions for non-performance degree programs tend to be less demanding.
For students applying to performance-based programs (BFA/ BM), the audition is an admission requirement and will be weighed more heavily than a student’s academic profile. That is not to say that academic achievement is unimportant to performing arts programs; it can say a lot about your motivation and discipline. However, it is secondary to the talent and potential that the admission office is looking for in the audition.
Put your best foot forward at your audition. It should show your dedication, creativity, willingness to take instruction, and artistic instincts.
Visual Arts and the College Process
Many of our students have studied the visual arts extensively both at Friends and outside of school. If you feel that you have completed significant work in the arts, it may be to your advantage to submit a portfolio as part of your college application. If you plan to apply to a Fine Arts program, a portfolio, submitted electronically or in person, will definitely be a requirement for admission.
What is the difference between a BA and BFA?
A Bachelor of Fine Arts is the professional degree for artists. BFA programs are offered at both independent art colleges such as RISD or Cal Arts and at larger universities such as Carnegie Mellon and Syracuse. Typically the breakdown of coursework in a BFA degree is 60 to 70% art and 30 to 40% liberal arts. In contrast, the Bachelor of Arts degree has a greater focus on liberal arts with 60-70% of coursework in this area and only 30-40% in the actual arts.
What is the difference between a BA and BFA?
How do I know which type of program I want?
Many students who pursue a BFA have known for several years that they want a career in the visual arts, even if they do not know in what specialization. If you are uncertain, try asking yourself the following questions: How serious is your commitment to the arts? Does the idea of being in predominantly studio-based art classes appeal more or less to you than traditional academic courses? Do you have the training and talent for a competitive art program?
How do I know which type of program I want?
What kinds of questions can I ask to learn more about these different programs?
First, check out the schools’ websites, looking specifically at the department’s description and mission, the faculty (number and training), and course offerings (number and variety). Also take advantage of the resources here at Friends; talk to your art teachers and college counselor. If you are interested after this initial research, then plan a campus visit if possible. Seeing the facilities (studio space, equipment) and the art work of current students will give you a strong feel for what a particular school has to offer.
Topics to ask about either on campus or via email:
-
Depth and variety of majors and concentrations
-
Facilities (work and exhibit space)
-
Faculty (background, active artists, visiting professors)
-
Career counseling and placement
-
Student body (age, geography, size)
-
Portfolio requirements
-
Financial aid and merit scholarships
What kinds of questions can I ask to learn more about these different programs?
How do I decide between a BFA at an art institute or a university?
The breakdown of coursework for BFA students at art institutes and universities is basically the same. You will not be required to pursue more liberal arts classes at a university, though there may be a broader spectrum of courses from which to choose. Similarly there may be a greater choice of arts electives or concentrations at an art institute but again you will not be required or may not be interested in exploring many of them. There are many advantages to both types of schools, and as you begin the college process it would be useful to explore all options before ruling any out. Some points to begin thinking about are:
Art institutes tend to be small, supportive communities where the resources are focused solely on the arts. Career counseling, for example, may be more developed at an art institute as the program is focused in one direction.
At art institutes everyone is passionate about the same thing; this makes for a vibrant, exciting, creative environment.
Universities offer a more traditional college experience—sports, fraternities, and the like.
University art programs tend to be small and intimate even if the school is large.
If you ultimately change your mind about a visual arts major, you can usually internally transfer to another program at a university, whereas you might have to transfer schools entirely if you are at an art institute.
General Tips on Portfolios
Whether applying to a BFA program that requires a portfolio or simply sending in one as a supplement to a BA program, always check the school’s specific policies. As an example, some liberal arts colleges have an actual Arts Supplement with guidelines that students must use if they want to submit artwork for consideration regardless of their future major. As for BFA programs, while most follow the same general guidelines not all do. There is nothing worse than submitting a portfolio that does not follow the school’s stated requirements—a major no-no.
-
Include 15 to 20 pieces of your work in a variety of media including drawing, painting and sculpture.
-
Do not send original work. Instead, you should send in photographs of the work. However, you may show original work if you attend an
in-person portfolio review. -
To photograph your artwork use a neutral background and appropriate lighting. Be sure that the artwork fills the frame. Many students seek a professional’s assistance; ask the art department.
-
At in-person portfolio reviews be prepared to show and discuss your sketchbook.
-
Ideally, the work you include will be your best and most recent.
-
Colleges will be interested in seeing your drawing ability and use of color regardless of the specific major in which you are interested.
-
You may want to tailor your portfolio to each program. For example, some schools may be interested in more conceptual work than others.
-
Attach a list with the number, title, media, dimensions, and a brief description of the work.
-
In recent years digital or on-line portfolios have become the norm. A website called Slideroom is the most prevalent for submissions. Check each school’s website to be clear on what is required.
-
Your art teachers are an excellent resource for choosing the work to include in your portfolio. Seek their advice and guidance by setting up a portfolio review in early September. You may also want to ask one for a recommendation.
-
Each fall there is a National Portfolio Review Day held in New York City. This is a wonderful opportunity, particularly for juniors, to get an initial evaluation of your work and talent, and suggestions on how to improve your portfolio. In some cases, students have been tentatively awarded merit scholarships based upon a strong showing at the Portfolio Review Day!
-
In addition, you should also include an Artist’s Statement (half to full page) describing your artistic background, interests and goals.
-
One final note, at some schools a home test or project is either required in addition to a portfolio or an option in place of one.
How important is the portfolio in the admission decision?
For students applying to liberal arts school, a supplementary portfolio will not have a significant impact on the admission decision. For this reason students should not go to tremendous expense and effort in putting together a portfolio. However, demonstrating your talent and experience can be positive, if not a deciding factor.
For students applying to BFA programs, the portfolio is an admission requirement and will be weighed more heavily than a student’s academic profile. That is not to say that academic achievement is unimportant to art programs; it can say a lot about your motivation and discipline. However, it is secondary to the talent and potential that the admission office is looking for in the portfolio.
Gap Years
What is a Gap Year?
The term refers to a variety of non-traditional pre-college experiences that high school graduates, their families, colleges and prospective employers increasingly value. Most are less than a year in duration and may involve a summer of adventure, a semester of service, significant travel, a unique or personally special extended activity, or a combination of these. A gap year is typically an adventure-full opening, a space for discovery in one’s preparation for adulthood – not a vacation, not a break, and typically not an easy alternative to continuing with one’s academic education. It is often but not always a personally designed experience away from the usual routines. Organizations, including Quaker groups in the United States and abroad, offer established gap year experiences. Several commercial firms offer counseling and other support, matching students with existing opportunities, and counseling students and families who choose to design unique programs.
“It’s like meeting yourself all over again when you put yourself in a different environment.
It really changed my perspective on everything.”
- Reflection of a Gap Year Student
Do Friends Schools Encourage Students to Have a Gap Year Experience?
Yes. Friends schools have long valued authentic life experiences and do encourage families to consider the full range of post high school opportunities. College counselors and others at Friends schools see the increasing interest in a gap year experience to be a healthy and natural extension of a Friends education.
All Friends schools offer -- and some require – short-term student-designed life-experience explorations of some sort (individual and group service projects, senior study, junior projects, senior projects, etc.). Friends meetings, agencies, and schools pioneered service as essential in learning, and a wide range of such programs are offered to current students, including experiences in local communities and experiences overseas. Student voice and choice is fundamental to these programs, and student voice plays a role in
on-going improvement of each. Guided reflection on experience—a process that’s habitual in Quaker environments is similarly central in this tradition.
Quaker schools were also involved with those who founded the American Field Service (AFS) program, which for nearly 60 years has offered study-abroad experiences for high school students, including full-year programs, summer programs, and service learning programs.
Most Friends schools have worked with individuals and the families of students who seek gap year experiences. Several of the Friends schools have considerable experience over many years. Quaker schools invite families to explore gap year possibilities. Each school will offer support in ways that fit that school's resources and policies.
(Used with permission from Germantown Friends School College Guidance website.)
What Does a Gap Year Experience Allow You to Do?
-
Discover, explore, or test a passion.
-
Experience growth-producing risk in a reasonably safe setting.
-
Take a sabbatical of sorts from classroom learning.
-
Put one’s strengths to work in a new setting.
-
Enjoy and grow from a significant change of pace
-
Bring an academic interest to life in a community setting.
-
Be productive, make a difference for others.
-
Have significant first-hand experience in another culture.
-
Challenge oneself in ways that go beyond the academic.
-
Make a special commitment and take action.
-
Learn a new language.
-
Become better prepared for university studies.
Can a Gap Year Be Right for Someone Who Feels Confused or Conflicted About Applying to Colleges?
For some, curiosity about gap year comes from a less clear place. The primary impulse may be to step aside from the routines of academic life. During the upper school years, despite the monitoring of parents, student advisors, and school counselors, some students become overly hurried, involved in too many things at once. The normal stress that is productive for many leaves others overly stressed. Midway through upper school, students also can become too focused on assembling credentials for college admission. New involvements excite and stir up energy for many. But others may feel unauthentic, sensing that they are only going through the paces. Planning and then experiencing a gap year can help such a student set a direction in life.
What Are the Outcomes of Successful Gap Years?
Having the experience may hone strengths and uncover new interests. Sometimes eyes are opened to see what will become a life-long passion. Students usually return from a gap year more mature, having gained perspective; more experienced, having thrived in new contexts with new challenges; and readier for the rigors of college or university study. Greater self-knowledge bestows greater confidence and better readiness for undergraduate work.
Do colleges and universities encourage gap years?
Many university admissions officers encourage and support these undertakings, either after high school graduation or during the college years.
