Student Review

B.F.A. Musical Theatre

  • It is particularly important that students accepted in the B.F.A. musical theatre program understand that they must conform to requirements for the B.F.A. acting sequence. These requirements include auditioning for productions and participating in the B.F.A. review process. Additional information about students' progress in music, voice and dance classes are considered as part of the review process for musical theatre majors, including singing reviews/vocal juries.

Singing Reviews/Vocal Juries

Freshmen and sophomore B.F.A. musical theatre majors are required to participate in a singing review/vocal jury near the end of the spring semester, jointly administered by the Department of Theatre Arts and the School of Music Students' presentations will be evaluated by the music director, the B.F.A. musical theatre are coordinator, the staff vocal coach, the performance faculty of the Department of Theatre Arts and the voice faculty of the School of Music. 

In addition to regular sessions with the staff vocal coach, the musical director will provide each participating student with one coaching session. Students need to prepare musical literature as outlined below:

Sophomore Musical Theatre

  • 1 classical piece
  • 2 Musical Theatre Pieces
    • 1 before 1960
    • 1 after 1960
  • 2 cuts – one 32-bar up tempo and one 16-bar ballad

Freshman Musical Theatre

  • 1 classical piece
  • 1 Musical Theatre Piece
  • 2 cuts – one 32-bar up tempo and one 16-bar ballad

NB: although it isn't prescribed, please consider choosing songs with contrasting time periods and styles

All selections must be approved by the vocal coach and the students' voice teacher in the School of Music. Part of the students' private voice time must be spent preparing for these songs. Students need to pass their singing review/vocal jury in order to pass their Private Voice classes and in order to move on to the next year of musical theatre training.

The purpose of singing review is to enable the faculty to:

  • assess vocal progress, range and musicianship
  • encourage students to increase their repertoire of songs
  • assess body integration while singing, including:
    • reduction of unconscious mannerisms and habitual tension issues
    • alignment issues (head, neck, spine, pelvis, knees, ankles, etc)
    • use of breath as it relates to the body; physical release
  • assess vocal integration
    • use of breath in support of the voice
    • sound/tone
    • diction
    • use of the jaw. tongue, face, etc., especially in regard to tension and habitual patterns
  • assess expressivity
    • commitment to, investment in, and engagement with the material
    • stage presence
    • level of confidence
    • sense of ease while performing


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