Created by
Career and Employment Services
and the School of Music,
University of Puget Sound
Vocal Performance ● Instrumental Performance
Music Education ● Music Business ● Graduate School
Music Resume Guide
2
To Music Majors:
Congratulations on taking the very important step of writing and developing your resume!
The purpose of this guide is to offer you sample resumes that, in one respect, are generic but in
another and significant way are not: they are taken from actual resumes from the School of
Music community. Future examples also will be taken from actual training and experience of
future alumni, perhaps even yours!
With the help of the professional staff in Career and Employments Services (CES), this guide
will provide direction in ways you should consider representing yourself. You have worked
hard and accomplished much during your time at Puget Sound; it will be important that you
present yourself so that those accomplishments will be seen.
As the examples in this guide show, being seen requires careful consideration of how you
organize your resume. When reading a resume, employers will look for themselves—that is,
they will look for individuals with qualifications that are specific to their professions and their
needs. The brutal reality also is that initially they will look quickly. Regardless of whether an
experience or job feels important to you, it may be insignificant to someone who needs a person
with a particular skill set or type of experience. The examples in this guide should give you a
place to start, an idea of what to prioritize and what to weed.
But it is only a start. CES and the School of Music are keenly interested in helping you take the
next step into your professional lives. To do this, you need to undertake resume writing and job
hunting in an organized and systematic way. An essential part of that process includes seeking
the advice and guidance from your mentors in the School of Music and career advisors in CES.
I encourage you to take advantage of all the resources available to you.
Keith Ward
Director, School of Music
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Resume Key Points
The purpose of a resume is to get you an interview or audion.
The interview or audion will get you a job. You can measure the eecveness of your resume by the number of
invitaons you receive to discuss your skills and qualicaons.
A resume is a markeng tool, not a history piece.
Decide carefully what to include and leave out. It’s not your life story; it’s a sales pitch. You’ll want to target your
resume to demonstrate the skills and background required to accomplish the role you’re aiming for.
If possible, keep your resume to one page.
Use a clean, succinct style to organize your informaon because your resume may be judged in 10-30 seconds. Only
when you have enough relevant content should you have more pages.
Have your resume ready at all mes.
It takes me to create a good resume. You’ll want to respond quickly when an opportunity comes your way. Don’t wait
unl the last minute—create and update yours today!
Categories to Include
The direcon you are heading will determine the dierent parts of your experience and background you share on your
resume. Use the table below to nd the categories you may need and the page numbers for corresponding example
resumes.
Type of Resume Required Example
Instrumental Performance
(Solo or Orchestral)
Educaon, Performance Experience, Principal Teachers, Awards/Honors
Oponal: Break up performing experience into specic types (i.e. orches-
tral and chamber)
Pages 5-6
Vocal Performance/Musical
Theatre
Educaon, Performance Experience, Principal Teachers, Awards/Honors
Oponal: Physical Descripon (height, hair/eye color—required for
musical theatre)
Pages 7-8
Elementary/Secondary
Educaon
Educaon, Teaching Experience, Performance Experience, Principal
Teachers, Awards/Honors
Pages 9-10
Graduate School
(Composion, Theory, or
Musicology)
Educaon, Research, Composions, Principle Teachers, Awards/Honors,
Experience
Pages 11-14
Music Industry Educaon, Experience (derived from work, volunteer, or leadership
acvies)
Oponal: Awards, Honors, Acvies, Skills
Pages 15-16
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Guidelines for Content
Organize informaon in terms of your strengths and their relaonship to the posion for which you are applying.
You will never use a “general” resume—each one will be tailored to t the needs of the role to which you are
applying. Include only important informaon and jusfy to yourself your purpose for including any given material.
Put yourself in the seat of the person who will be reading your resume.
Lay your experiences out in reverse chronological order so that your most recent experiences are on top.
Do NOT lie about anything. Get the most mileage out of your experience as it exists. Including false/untrue
informaon, parcularly in aeld as small as music, is asking for your credibility to be quesoned.
Principal Teachers: Lisng of teachers is oen oponal and should only be included on your resume if it gives it
strength. Do not list teachers with whom you have only had a few lessons. If you have master class teachers whom
you feel are important to list, make sure to make this disncon so as not to give the impression that you have
studied with these people for extended periods of me.
Performance Engagements: List those ensembles/experiences that best portray your experience to date. Be
mindful of “padding” your resume with every experience you’ve ever had to make it look really full. Padding is
usually recognized; it is not to your advantage.
Advanced Professional Training, Summer Study, Study Abroad: Informaon of this kind can be added to
Educaon or be contained in a secon of its own if the quality and quanty is extensive. Begin, again, with the
most recent study.
Composions or Research Projects: If you applying to graduate school in a non-performing eld, reviewers of your
resume will want evidence of accomplishment. Include–whichever is relevant–composions, theses, grants, or
fellowships. Make sure you have polished examples of your work ready for submission.
Honors/Awards/Compeons: Include only important compeons and/or substanal honors in college or
graduate school. DO NOT include high school honors. As hard as it might be to let go of them, high school acvies
and accomplishments should not be included on a resume.
The examples provided in this resource are not dictates. The categories are intended to guide, not restrict. Focusing
your story may sound liming, but keep in mind that prospecve employers seek specic informaon. Before you
submit, always make sure a knowledgeable professional reviews your resume.
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Instrumental Performance Example I
6
Instrumental Performance Example II
7
Vocal Performance Example
Italicize tles of operas,
oratorios, and major works.
The music world is
small; people pay
attention to pedigree.
8
Musical Theatre Example
9
Elementary/Secondary Education Example
Music Educators may
have up to two pages of
content by the time they
finish their degrees.
Continued
10
Elementary/Secondary Education Example (Continued)
11
Graduate School Example: Composition
Continued
12
Graduate School Example: Composition (Continued)
13
Graduate School Example: Music History
14
Graduate School Example: Interdisciplinary Studies
15
Music Industry Example I
16
Music Industry Example II
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Career advisors in CES can help you develop and organize the content of your
resumes as you tailor your experiences to specific roles/positions.
Career and Employment Services
Howarth Hall, Rm. 101 | (253) 879-3161 | ces@pugetsound.edu
www.pugetsound.edu/ces
Open M-F, 8:30 to 4:30 P.M.
Drop-in Advising Hours from 2-4 P.M.