Grants, Awards, and Fellowships
Juilliard sponsors a number of entrepreneurship grants for current and graduating students pursuing independent projects.
The Juilliard Career, Project, and Entrepreneurship Grants
The Juilliard Career, Project, and Entrepreneurship Grants are designed to identify, support, and foster early to mid-stage Juilliard student career needs, unique projects, businesses, and targeted initiatives; and by doing so, enhance career opportunities and promote the spirit of entrepreneurship at Juilliard. Up to $75,000 of support is awarded through these grant programs each year. Career and Project Grants are awarded once per semester by application. Entrepreneurship Grants are awarded in the spring semester by application and interview. Recipients benefit from several support systems throughout the academic year to ensure immediate and long-term success.
- Financial Support
- Guided Implementation
- One-On-One and Group Consulting
- Workshops and Professional Development
- Feasibility of the project idea and a potential for success
- Clearly defined mission and demonstrated momentum
- Social, artistic, and creative value of the project
- Proven commitment by project lead and team members
- Originality of the idea
- Detailed budget appropriately articulating specific needs and financial goals
- Realistic and well-organized timeline
- Sustainability of the business model
Juilliard Career Advancement Fellowships, Novick Career Advancement Grants, and Benzaquen Career Advancement Grants
Juilliard administers over $300,000 in fellowship and grant awards for graduates from all disciplines who are starting their careers immediately upon graduation. Awards in the amount of $10,000 are given to a select group of graduates with an established track record demonstrating artistic merit, leadership, breadth of engagement, innovation, and an entrepreneurial mindset among other key characteristics. Funds will provide a critical jump-start to their careers, providing resources for professional development as well as general living expenses.
The George J. Jakab Global Enrichment Grants Program
The Juilliard School financially supports, in part, a small number of structured summer projects created and directed by currently-enrolled students. In the past, grants have assisted students from every division to engage in worthy outreach and service-based projects on a local, national, and international basis. Recent projects funded by the School have included:
- A dance and drama arts program for special needs schools in Botswana
- A music and cultural exchange program at an Arab-Jewish Community Center in Israel
- A violin-based math-through-music program to increase math skills at a Navajo nation reservation
- A 4-week dance-intensive program promoting diversity, self-confidence, and bullying prevention
Projects should be designed to:
- create opportunities for students to explore extracurricular endeavors and deepen their understanding of the world and their role and impact as artists;
- reflect concern for social responsibility as artists;
- supplement regular artistic studies and education; expand professional versatility;
- include a community outreach and engagement component, particularly with a community or group in need of assistance (i.e. – in arts education, social and/or arts programming and interaction, etc.);
- incorporate a plan of long-term relationship and/or remote follow-up as needed with the community being served and have a collaborative action plan with the local community/area.
All current full-time enrolled College Division undergraduate and graduate students in good academic and disciplinary standing, including those graduating in May 2019, are eligible to apply for a George J. Jakab Global Enrichment Grant. Preference will be given to students who will be returning to Juilliard in the fall of 2019 and teams that are comprised of a majority of Juilliard students. Please email [email protected] for a complete application guide.
Community Engagement Fellowships
Juilliard’s Office of Community Engagement programs benefit various audiences throughout New York City, sharing the joy of the performing arts and the artistry of Juilliard students.
The broad range of teaching and interactive performance programs includes individual and group instruction in classical and jazz music, dance, and theater; introductory classroom enrichment sessions in music concepts and performance preparation; interactive dance and music performances for grades K through 12 and health-care facilities; and a Saturday music program at Juilliard providing underserved 8 to 14 year olds with weekly instruction and mentoring.
Teaching programs require a partnership between the school and Juilliard to successfully facilitate programming. Most partner schools participate for a minimum of 3 years.
Beyond their valuable service to the community, the Community Engagement Programs additionally provide Juilliard students with fellowships to teach and/or perform in these programs.
Guided by staff and faculty, student fellows develop leadership skills, a sense of social responsibility, and deepen their understanding of their role and impact as teaching artists.
Morse Teaching Artist Fellowship
The Morse Teaching Artist Fellowship provides training to Juilliard students in both aesthetic education and skills-based instruction for grades 2 through 12. The Morse Teaching Artist Fellowship is designed to help Juilliard students gain valuable experience and increase their flexibility as future teaching artists. Juilliard students that are considering a career as a professional teaching artist or that wish to teach music in a classroom setting are strongly encouraged to apply.
In the aesthetic music education model, the Morse Teaching Artist Fellows collaborate with their partnering classroom teacher and prepare weekly lessons that integrate music education into the regular classroom curriculum. Fellows are encouraged to include interactive performance within their semester or yearlong plans. Juilliard students that are considering a career as a professional teaching artist or that wish to teach music in a classroom setting are strongly encouraged to apply.
In the applied teaching model, Morse Teaching Artist Fellows offer weekly instrumental group lessons to students at N.Y.C. partner schools. The Fellows introduce basic technique and music theory concepts, and prepare their students for an end-of-year concert. Teaching in a group setting offers Fellows an opportunity to work on their classroom management skills as well as their pedagogical skills. Students who are interested in teaching lessons in a school setting and experiencing the culture of the New York City education system are encouraged to apply.
The Morse Fellowship Program receives generous funding from Mr. and Mrs. Lester S. Morse Jr.
The Concert Fellowship is an integral part of Juilliard’s Young People’s Concert (Y.P.C.) series, a series of interactive concerts offered through the Office of Community Engagement. Fourth-grade classes from N.Y.C. partner schools attend five Y.P.C. concerts at Juilliard performed by a chamber group or small ensemble. Concert Fellows deepen the children’s experience of what they see and hear at the concert by visiting their classroom once before the concert to introduce the material and concepts the students will experience, and once following the concert to follow-up. In order to prepare appropriate lesson plans, Concert Fellows work closely with Y.P.C. performers and attend the Y.P.C. concerts themselves.
Music Advancement Program (MAP) Fellowship
The Music Advancement Program (MAP) Fellowship offers Juilliard students a glimpse into the world of teaching for a conservatory-style music program. An integral part of the instructional team for Juilliard’s Music Advancement Program (see program description below), MAP Fellows serve as mentors and teaching assistants in large ensembles, labs, music theory and ear training classes, electives, and chamber music coachings. Students with prior teaching experience and those interested in contributing to the development of a diverse community of young musicians are strongly encouraged to apply.
The Juilliard School’s Music Advancement Program (MAP) is a Saturday instrument instruction program for highly talented children from backgrounds under-represented in American performing arts. Eligible students must be between the ages of eight and fourteen, reside in the tristate area (NY, NJ, CT), play at an intermediate or advanced level, and show a strong desire to pursue rigorous musical study. Classes take place at Juilliard on Saturdays, September through May.
The Music Advancement Program is generously supported through an endowed gift in memory of Carl K. Heyman.
Combining Literacy Instruction with Musical Beginnings (CLIMB)
CLIMB is a literacy and arts program for the siblings, ages 4 to 10, of students in the Music Advancement Program. Working in small teaching groups, CLIMB instructors lead a two-hour session each Saturday with hands-on activities that stress phonics and reading comprehension while providing a fun introduction to classical music and performing arts. Juilliard students that wish to gain more teaching experience or work with younger children are strongly encouraged to apply.
Gluck Community Service Fellowship
The Gluck Community Service Fellowship Program (GCSF) presents more than 450 interactive Dance, Drama, Classical Music, and Jazz performances at more than 45 New York City health care facilities each academic year. GCSF Fellows (student-initiated groups) present a minimum of 12 performances each year, free of charge to metropolitan hospitals, nursing homes, and alternative care facilities. The Juilliard students’ experiences in the Gluck Community Service Fellowship Program inform their performing careers and support the development of a personal commitment to community service.
McCabe Guitar Fellowship
The Norma Galblay McCabe Guitar Fellowship enables Juilliard students to introduce classical guitar to young audiences as artists and educators. McCabe Fellows organize a performance or master class at a New York City partner school; present a Young People’s Concert at Juilliard; perform interactive concerts for the children in the CLIMB program; and collaborate with Morse Fellows to present a lesson for school children.
For More Information
Office of Community Engagement
(212) 799-5000, ext. 298
Drama Student-Initiated Projects
A Student Initiated Project (SIP) is an exercise that allows a Drama Division student to practice making and being responsible for the creation of their own work. They are asked to articulate their vision for a theatrical piece and then go through a step by step process in bringing that vision to life on stage in performance.
Students must be in good standing to apply to do a SIP. Initial approval is granted by James Gregg, Division Production Coordinator and Richard Feldman, Associate Director of the Division.
After an articulation of their idea for a piece, the student moves to define and identify needs in support of that vision. The student is challenged to define the financial needs of their idea through estimates and budgeting. Those needs and estimates are then refined into a fundraising or grant appeal. Students schedule, rehearsal, the finding of support staff and actors, the negotiation of rights, load in, house management and ticketing duties the student works with on their own and are the responsible party.
All students involved in the project must be in good standing in the Division. Throughout the process, guidance is available, but the student is empowered to become a responsible, independent artist who has important entrepreneurial skills to match their skills as performers.
For More Information
(212) 799-5000, ext. 251
Juilliard's mentoring program, the first of its kind at any conservatory, is part of the June Noble Larkin Program for the Humanities, which will introduce several initiatives to broaden the repertoire of personal skills developed at Juilliard.
The Professional Mentoring program (for third- and fourth-year undergraduates and all graduate students) invites students to apply with a project that has an expansive arts-learning agenda, or a career-specific goal. Those who are accepted are paired with faculty mentors who help shape the projects and connect students to professionals in the New York arts community who can mentor students in the project. Projects have included choreographing and filming a site specific dance to learning about Indian sitar music.
Students must apply and be interviewed to join both programs.
Juilliard and the arts in general are challenging worlds—it is hoped that the mentor will serve as a guide to help each student find his or her own way into a lifetime of exploration and creative satisfaction.
For More Information
(212) 799-5000, ext. 592
Independent Student Projects
Students interested in producing their own independent interdisciplinary projects on campus are encouraged to visit the Alan D. Marks Center for Career Services and Entrepreneurship to share ideas, brainstorm, and discuss opportunities for collaboration. While student performance, rehearsal, and class schedules are rigorous, we are happy to meet with you to discuss ways to create new work outside of the curriculum. Pending approval, you may be provided with space for your project, faculty/staff consulting, and opportunities to fundraise.
For More Information
The Alan D. Marks Center for Career Services and Entrepreneurship
(212) 799-5000, ext. 313
Resident Entrepreneurs and Entrepreneurship Intensives
Throughout the year the Center hosts dozens of alumni entrepreneurs and industry leaders for lectures, workshops, roundtables, and one-on-one consulting with students as part of our Resident Entrepreneur Series. These guests share industry-specific experience in areas such as starting a chamber ensemble, founding a theater company, opening a performance venue, incorporating as a non-profit or LLC, fundraising, touring, and so much more. Our day-long Entrepreneurship Intensives, held each semester, provide students with focused instruction, serve as an incubator for ideation, and leave students with substantive action items to bring their concepts to fruition.