Ithaca College Will Make You Ready
With a vibrant community, professors who inspire, and the hands-on experience you need to dive into your field with confidence.
Alex Canovas and his friends at Ithaca College agree: there’s something above and beyond about the School of Music.
“One of the top things we say is how we out-do the competition, in terms of performance and professionalism,” Alex says. “Our résumés, our headshots, our collegiality are at a totally different level than students we see from other schools.”
The talented tenor plunged right in freshman year when he was assigned two lead roles in the ensembles for two different operas being performed that year.
“Jumping into a real-world situation at 18 years old was kind of scary,” he remarks. “At the end of the day though, it was definitely one of the most rewarding experiences I’ve had.”
Countless more performances followed, including the lead role in the opera L’Orfeo, and performances with the Ithaca College Choir in Philadelphia and at the Strathmore Center for Music (home to the National Philharmonic and Baltimore Symphony Orchestra) outside Washington, D.C.
Now the IC senior has graduate school in his sights. And with graduate-level music programs often wanting applicants to have a certain amount of professional experience behind them, Alex is confident Ithaca College has provided just that.
“The level of experience we have as students is definitely of a professional caliber,” he says.
Editor's Note: In August 2012, Alex began an exciting position as a coordinator for OPERA America's brand new National Opera Center, located in Manhattan. The Center is the first specially designed facility for the opera industry. It will feature a double-height audition hall with excellent acoustics, recording equipment, and other facilities for industry business. For more information, visit www.operaamerica.org.
Brian Diller had questions and knew where to get answers.
“How can I conduct better? How can I listen better? What am I not even hearing yet? What is the next level for me? It’s those kinds of deeper questions that I went back to school for,” he says. “Ithaca was the place to ask those higher-level questions.”
Brian conducted a high school band for three years after he received his undergraduate degree. During that time he developed as a teacher, learned how to delve into problems, and gained insights into conducting and music. But as those questions emerged, he knew it was time to pursue his graduate degree.
And for help finding the answers he was looking for, Brian had one person in mind: Ithaca College professor Steve Peterson. Brian was aware of Steve’s reputation as a conductor and teacher already. His first chance to meet and work with the renowned instructor came during a weeklong summer workshop that Steve hosts at Ithaca College every year. “It really opened my eyes to a lot of new things about music, teaching, conducting, and everything I wanted to be as a musician,” Brian says.
Brian applied for and was accepted into the graduate program two years later, its small size allowed for plenty of class, practice, and consultation time with professors, as well as continuous opportunities to conduct pieces with the various groups in the School of Music. Brian considers the time spent with the ensembles incredibly meaningful, especially the capstone to the program—the master’s recital.
“Steve gave the wind ensemble to us graduate students for three weeks to do a whole program. We did all the rehearsing, all the planning.” In addition, one of IC’s cello professors performed a solo during the program. “It was a great opportunity to collaborate with the faculty and have a soloist with the group,” Brian says.
Shortly after earning his master’s, Brian was named to a one-year position as an associate lecturer of music at the University of Wisconsin–Eau Claire. He’s exploring doctoral programs in music as well. And though he’d love to continue teaching at a college level, he says he’d be perfectly happy to return to the high school level—now that he has those deep questions answered and is equipped with the skillset to answer new ones on his own.
“Professors at Ithaca College weren’t teaching us [graduate students] so much as they were guiding us in our own research and giving us the tools to search for our own answers. And it was done in a really meaningful and effective way by the entire faculty,” Brian says.
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