Why I Interviewed Musicians Before Pursuing Music as a Career

When I was 15, I told my parents I wanted to pursue music as a career. I had been a straight-A student throughout my entire academic life, and I suspect my parents had always expected I would pursue something like medicine, finance, or law, given my academic record. My father, who worked in finance, after overcoming his initial shock, wisely gave me an assignment: he would throw his full support behind me, so long as I interviewed three adults currently working in music and discussed with them how they got their positions, what their day-to-day realities were like, and what I could expect in terms from each kind of job in terms of job security and salary.

I accepted my father’s challenge and set up interviews with one of my high school teachers, a performer, and the person who owned the local music store. I wrote a list of questions, took notes, and after I had met with all three professionals, I sat down with my father to discuss the results. We spent a lot of time talking about what my expectations were, what standard of living I wanted to have as an adult, and whether I was willing and able to bear the demands of the careers of the three people I interviewed. It was, as you can imagine, a very revealing conversation. Once my father and I talked through all of the particulars from the interviews, he asked me again, “Do you still feel that this is the right path for you?” When I answered, “Yes,” he nodded, and we narrowed our college research to schools with strong undergraduate music programs.

As someone who teaches a lot of freshman- and sophomore-level courses for music undergraduates, I can tell you that not every incoming student is as fortunate as I was. Many students are surprised by the rigors and demands of being a music major, and find themselves switching majors (either within the music school or outside of it) after their first semester or two on campus. While no one can predict exactly how their undergraduate experience will go, I think most high school students benefit from speaking to people already working in the field they hope to pursue. I also deeply believe that music educators need to help prepare the next generation of educators, and an essential part of that is arming them with the tools and skills to discover what music careers are (or are not) a good fit.

Identify Areas of Interest

“Music educator” and “performer” are likely the first two occupations that spring to mind for most students, but it’s important to think more broadly as well.

Here’s a basic list of careers to consider:

• Conductor
• Composer
• College professor
• Music copyist/engraver
• Music editor
• Recording engineer
• Record producer
• Instrument technician
• Instrument builder
• Music librarian
• Music store owner
• Music therapist
• Songwriter
• Music director
• Music journalist
• Artist publicist
• Artist manager
• Intellectual property attorney

Set Up Interviews

This is where you, as a music educator, can be a huge resource to your students. You likely already have friends, colleagues, or even former students working in many of these areas. Call or email them and ask if they’d be willing to be interviewed by your student – or better yet, have your student call or email them independently.

While in-person interviews are probably the most interesting option, especially if there’s the possibility of shadowing the person for the day, interviews via Skype or phone can be equally valuable. Set a day and time for the interview that works for both the student and the adult, and make note of it on the calendar. Generally speaking, 30 minutes to an hour is a good amount of time for an initial conversation.

In the interest of student safety, interviews should generally be held in a public place, such as a coffee shop, student lounge, or other gathering place, rather than one-on-one behind closed doors, such as in an office.

Write Interview Questions

While it’s tempting for a student to try to “wing” an interview, writing questions in advance will allow them to stay focused on the information they most want to know, while respecting the time that the professional is taking out of their day.

Some sample interview questions:

• What schooling did you have to complete to get this job?
• What was the hardest part of your education?
• Were there any courses that were a real challenge for you? Why?
• What’s the best part about your job?
• What’s the worst part about your job?
• What skills or talents do you need to do your work?
• What does a typical day look like for you?
• Are there things you must be willing to do to work in your field? (Audition, travel, write grant proposals, take certification exams)
• How do you find work/how did you get this job?
• What are reasonable salary expectations for an entry-level position in this field?
• What’s the upper salary range for an experienced professional in this field?
• If you could give a younger version of yourself advice about working in this field, what would it be?
• What are the three most important things I should know about working in this field?

At the Interview

Ideally, students should arrive at the interview location 5–10 minutes early and dressed in business or business casual attire.

During the interview, plan on starting with the prepared questions, but don’t be afraid to let the conversation deviate from the original framework if the student feels there’s more that he or she wants to know.

Stick to the original time frame of the interview. You can always inquire about setting up a second interview if you feel like there’s more you’d like to know.

After the Interview

Students should send a “thank you” note to the interviewee within a day or two of the interview. While most people are genuinely happy to offer their thoughts and advice, acknowledgment of their willingness to give up some of their time is always appreciated.

Students should review the answers to their interview questions and reflect on how much overlap they see between a potential music career path and their own strengths, interests, and goals. This information is especially useful when discussing pursuing a music major with parents, who may be concerned about job prospects after college graduation.

Information Is Power

In my own experience, the interview assignment given to me by my father helped me clarify what I wanted to pursue during my undergraduate years. I ultimately chose a dual Bachelor’s of Music program in vocal performance and music education, which led to my early career as a music educator in the public schools.

However, the biggest takeaway from the experience is that I have continued to use this interview process informally as I have expanded my music career to include composing, music publishing, conducting, and working as an adjunct professor. Interviewing is a skill that, if cultivated and used wisely, can help your students succeed long after they leave your classroom.