It’s not about impressing—it's about expressing.
Too many students walk into their college audition clinging to a single Grade VI solo—the hardest piece they've ever attempted—hoping it will carry them to a scholarship or acceptance letter. But here’s the truth: most auditions aren’t won with a single piece, and they’re rarely lost because you didn’t have enough Grade VI music. They’re won through musical maturity, polished performance, and a thoughtfully built repertoire list that proves your growth over time.
Your audition isn’t just about playing your most difficult solo. It’s about showing your journey. That’s why your repertoire list should include:
| School Year | Target Solo Grade Level(s) | Notes |
|---|---|---|
| 7th Grade | Grade II | Think musicality over complexity |
| 8th Grade | Grade II or III | Start exploring expressive phrasing |
| 9th Grade | Grade III | Strengthen tone and rhythm |
| 10th Grade | Grade III + Grade IV | Start demonstrating contrast |
| 11th Grade | Two Grade IVs + One Grade V | Build range and control |
| 12th Grade | One Grade V + One Grade VI | Showcase artistry |
If you skipped some of these years, don’t worry. Use the Accoladi Repertoire Directory to find age-appropriate pieces and include them on your list. Then, learn them. Add them to your practice rotation. Master them. These pieces can become your secret weapons.
Let’s be honest—few students can walk into an audition and deliver four Grade VI works at a true performance level. What ends up happening? A strong first piece... followed by a stumble. And that stumble, even if brief, can weaken the memory you leave behind.
Now imagine this instead:
The panel walks away remembering musicality, poise, and growth. That’s what earns callbacks. That’s what earns scholarships.
Accoladi is more than a profile—it’s a tool to showcase your journey. Use it to:
You’re not faking anything. You’re filling in your story. A strong foundation matters more than an inflated difficulty level.
Your Grade VI piece may be your showstopper, but your Grade III or IV solo could be the one that shows your soul. That’s the moment an adjudicator remembers. So don’t just reach for the top—retrace your steps and build a repertoire that proves you’re not just ready for music school... you’ve been preparing for years.
Imagine this: You’re sitting outside the audition room, nerves buzzing, and someone next to you is panicking because their hardest piece isn’t landing in practice. But you? You’ve built something smarter. You’ve mastered the story behind your music—not just the climax, but the journey. And when the panel asks to hear something lyrical, or something earlier in your development, you don’t panic. You deliver. With confidence. With color. With memory.
That’s the kind of performance that lingers in a judge’s mind.
If not—rewind. Learn it. Master it. Then own the audition.
Start with what you could’ve played. Then make it something you can truly perform.
.png)
ARTICLE GLOSSARY
Adjudicator: A judge or panelist who evaluates a student’s audition performance and provides feedback or scores.
Articulation: The clarity and style of how notes are played or sung, such as staccato (short and detached) or legato (smooth and connected).
Audition: A performance presented to a panel (often college professors or recruiters) to evaluate a student’s skills for acceptance into a program, scholarship, or ensemble.
Callback: A follow-up invitation from a college or conservatory for a second audition or interview, often indicating strong interest in the student.
College Audition Panel: A group of faculty from a college’s music department who listen to and evaluate prospective students’ performances.
Expressive Phrasing: The ability to shape musical lines with emotion and intention, like telling a story through the music.
Extended Work: A longer and more complex solo composition, usually in three movements, often at the Grade VI level, meant to show a student’s highest level of skill and endurance.
Grade Level (Music): A classification of difficulty assigned to solo pieces, ranging from Grade I (very easy) to Grade VI (professional level).
Grade VI: The highest level of solo difficulty typically used in college auditions; requires advanced technique and mature musicality.
Lyrical Solo: A piece that emphasizes smooth, melodic lines and expressive playing, often used to show emotional depth rather than technical skill.
Media Gallery: A section of a student’s Accoladi profile where video and audio recordings of performances can be uploaded.
Musical Growth: A student’s development in areas such as tone quality, phrasing, accuracy, and emotional expression over time.
Performance Standard: The level at which a piece can be confidently performed in a formal setting, such as a concert or audition.
Phrasing: How musical sentences are shaped; much like how we pause or emphasize words in speech to give meaning and emotion.
Repertoire: The collection of musical pieces a student has learned and performed over the years.
Repertoire List: A written summary of solos a student has studied or performed, usually arranged by grade level and year.
Repertoire Timeline: A structured plan or reflection that outlines what solos a student learned each year from middle school through high school.
Showstopper: A dramatic or technically difficult piece often intended to leave a lasting impression, typically at the Grade VI level.
Solo: A musical performance by one musician, either vocal or instrumental, often featured in auditions and competitions.
