Dance, Art, Film and Music Schools

• Portfolios and Artist Resumes:

  Art and film schools require applicants to submit a portfolio of their work, demonstrating their artistic style, skills, and creative vision. 

  • Students who are required to submit portfolios should ideally begin preparing by winter break of their junior year.
  • Find mentors in your field to help create portfolios and to provide critical feedback on portfolios before submitting them to your college. 

   

  Prescreening:

  Music and performing arts schools/conservatories may pre-screen applicants by reviewing portfolios or audition recordings before inviting them to a full application and audition. Students who are required to submit videos for prescreening must begin preparing by winter break of their junior year. Students need time to:

  • Identify and practice/perfect their repertoire
  • Identify locations to film the videos and possibly find accompanists to record with. 
  • Jefferson students should ask their dance/art/music/theater teachers if they can use the school's recoding studio and stage to film pre-screening videos
  • Find mentors in your chosen field to provide you with critical feedback on your prescreening materials.

   

  Auditions:

  For music and dance programs, prospective students are typically required to perform live auditions, showcasing their technical proficiency and artistry. 

   

Dance

1. Top-tier university/BFA programs

These are highly selective, conservatory-style or elite university programs with strong placement into professional companies and commercial work. Students should have advanced technical training, performance experience, and the capacity to handle intensity and critique. Students also need to maintain a high GPA (3.4+) to be accepted into top-tier and second-tier programs. 

Examples (not exhaustive):

• Julliard 
• NYU Tisch 
• USC Kaufman
• Point Park University
• University of North Carolina School of the Arts (UNCSA)
• Purchase College (SUNY Purchase)
• The New School (Ailey/Fordham)
• Boston Conservatory at Berklee
• University of Utah
• Goucher

Second - Tier/Regional Programs

• Cornish College of the Arts
• Columbia College Chicago
• University of Montana
• University of Oregon
• University of Washington
• Chapman University
• Loyola Marymount
• SMU Meadows
• University of Arizona

2. Two-year/community college programs 

Community College dance programs are absolutely worth considering, especially for students needing:

• Financial accessibility
• Academic repair or confidence-building
• Time to physically mature or clarify goals

Some examples:

• Santa Monica College (CA)
• Orange Coast College (CA)
• Mesa College (CA)
• Miami Dade College (FL)
• Some Oregon CCs with strong transfer pathways

Pros

• Lower cost
• Smaller classes
• Opportunity to strengthen technique and academics
• Transfer pipelines to strong 4-year programs

Cons

• Less national visibility
• Fewer built-in networking opportunities
• Students must be proactive about summer intensives and auditions

3. Non-college, pre-professional programs (e.g., Open Space, year-round intensives)

Who should consider them

• Highly driven dancers prioritizing professional careers over academics (at least short-term)
• Students not ready—financially, academically, or emotionally—for college
• Dancers needing immersion, repertory, and professional mentorship

Pros

• Intensive daily training
• Close proximity to professional choreographers
• Faster transition into company work for some dancers

Cons

• No degree (can limit long-term options)
• Less structure/support if injury or burnout occurs
• Might be arder to “re-enter” college later without planning

4. Portfolio, artist statement and audition process 

Typical components

• Dance reel (2–5 minutes): ballet, modern/contemporary, improvisation; sometimes jazz or hip hop
• Headshot & resume
• Artist statement (300–750 words): why dance, influences, goals, and why that program
• Live audition (in-person or virtual): technique classes + solo. Recommend live auction if at all possible.

What schools are assessing

• Technical foundation
• Musicality 
• Ability to take correction
• Curiosity and artistic voice
• Work ethic and professionalism

5. Timing, when students should start

Sophomores

• Start documenting training
• Try low-stakes auditions (summer programs, conventions)

Juniors

• Yes—now is the right time.
• Begin:
  • Filming class work and solos
  • Drafting artist statements
  • Researching programs and audition requirements
  • Summer intensives aligned with target schools

Seniors

• Should already be refining materials and auditioning in fall/winter

6. Competitions, Networking, and Self-Advocacy 

How dancers should show up

• Be punctual, prepared, respectful, and curious
• Take class seriously

Networking strategies

• Introduce themselves to faculty and choreographers
• Attend college fairs and summer intensives tied to programs of interest

Intentionality

• Choose opportunities that align with artistic goals
• Prioritize growth over trophies
• Keep a running list of contacts and impressions

7. 9-10th graders: Habits That Build Future Competitiveness 

Training

• Consistent ballet + modern/contemporary
• Conditioning, flexibility, injury prevention
• Exposure to improvisation and choreography

Behaviors

• Take corrections well
• Develop self-reflection (journals, notes after class)
• Practice professionalism: attendance, attire, etiquette

Academics

• Students who earn a high cumulative GPA (3.5+) will be more likely to earn spots in highly competitive dance schools, and are more likely to receive academic scholarships in addition to dance scholarships.