In this blog post, I’ll summarize my experiences and reflections from juggling music and academics during high school, as well as my career plans based on those experiences.
Academic Experience and Reflections
Since I had to maintain my grades in general courses while preparing to major in music, my biggest challenge was not losing the balance between my studies and music. When I spent too much time practicing singing, I became physically and mentally exhausted and couldn’t concentrate on my studies; conversely, when I immersed myself in my studies, I often found myself short on time for vocal care and practice. That’s why I focused most of my efforts on thorough time management and planning.
When I broke down my day to calculate available study time, I found that the 30-minute walk home after morning singing practice, the 15-minute walk to school, and my breaks combined left me with about an hour of free time. I could also secure another 30 minutes on the way back to singing practice and about an hour after returning home. To avoid wasting those short intervals, I laid out a detailed plan specifying which subjects to study and what type of study to focus on.
In particular, I prioritized Korean and English, as they involved a lot of memorization and repetitive practice. I broke down essential vocabulary, four-character idioms, grammar points, and idiomatic expressions to memorize, and while solving problems, I created a notebook of wrong answers for repeated review. I consistently followed my pre-planned schedule by reviewing my memorization sheets and error log during my commute, while waiting for lessons, and during school breaks.
As I stuck to this detailed, time-blocked plan, my grades gradually began to improve, and I gained confidence in balancing singing practice with my studies. As regular study habits took root, managing my time became easier, and I felt much more at ease, both physically and mentally.
Major School Activities and Reflections
The school activity I found most meaningful was the choir. I joined the choir naturally because I love singing, and I enjoyed being able to showcase my vocal skills. However, instead of allowing me to fully showcase my strength in the higher register, my teacher assigned me to the mezzo-soprano part. At first, I felt it was unfair and was a bit disappointed.
However, as I practiced with the choir and worked with my friends to harmonize our vocal ranges, I realized just how trapped I had been in my own perspective. I discovered that there were many friends who loved singing just as much as I did, and I truly understood how important it is to bring out each person’s strengths to create a complete sound as a group. Showcasing individual skill and creating harmonious ensemble sound offered two very different kinds of fulfillment.
My participation in the choir also broadened my understanding of music. Singing together gave me a unique sense of joy and accomplishment, and the experience of connecting with such a diverse group of friends was a great source of inspiration for me. Seeing friends who weren’t majoring in music participate earnestly simply for the joy of singing made me rethink why I sing and how I want to share music with others.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
As the music club president, I was helping with accompaniment for a performance assessment when I noticed a classmate who seemed withdrawn. This classmate considered themselves tone-deaf, was embarrassed to sing, and found it difficult to sing in front of others. It reminded me of a time I’d been scolded in a music lesson, so I couldn’t just ignore it.
So I approached that friend warmly, bought them a treat, and suggested we practice singing together. At first, they were shy, but as I patiently taught them the basics—like breathing techniques and vocal projection—they began to show interest, and we continued practicing together in the music room until the next performance assessment. As a result, my friend was able to sing much more steadily than before, received a good score on the assessment, and regained their confidence.
Through our conversations, I learned that this friend had long carried the trauma of being humiliated by a music teacher’s joke during their voice-changing years. Witnessing how a single remark can leave such a deep wound and alter someone’s behavior made me reflect more deeply on the power of words. Through this experience, I resolved to be mindful of my words and to practice consideration for others in my daily life.
Efforts and Preparation Related to Motivation for Application and Career Plans
My experience in the choir clearly taught me that music is not about “self-promotion” but about “enjoying it together.” While it’s nice to bring joy to people through singing alone, the joy of blending with others to create harmony is a completely different kind of moving experience. That is why I want to major in music in college and create beautiful melodies together with a diverse group of people.
I believe singing is a field that requires endless practice. While I have a certain level of technical skill, I feel I need to further hone my expressive ability to convey emotion and create a sense of drama. In your university’s music department, I hope to meet various musicians, communicate with them, practice together, and develop my own unique singing style.
My specific plans include actively participating in performances both large and small to gain stage experience, and creating programs that everyone—regardless of age or gender—can enjoy, so that more people can experience the joy of music. I believe the value of music lies not in self-promotion, but in the harmony created by melodies and harmonies themselves. Based on this belief, I will practice diligently, share my music with others, and continue to grow.
