May 29, 2022  
Course Catalog 2021-2022 
Course Catalog 2021-2022 [ARCHIVED CATALOG]

PACE Integrative Concentration

The integrative concentration consists of a minimum of 20 credits (or the equivalent), 2 experiential components, and a learning portfolio. 

Note: Students must earn minimum grades of C- or P for all courses that apply toward the integrative concentration.

Echoing the mission of the PACE Division itself, the purpose of this concentration is to foster the development of student musicians from both the College and Conservatory as artist-citizens who embrace their responsibility to connect with local and global communities through music. 

Objectives of the PACE Concentration include students

  1. experiencing music-making and music engagement that already exists in community organizations and educational settings locally and globally;
  2. engaging with diverse music learners and audiences;
  3. networking with community musicians, music teachers, and music advocates;
  4. demonstrating musical, pedagogical, and academic excellence;
  5. considering graduate school options; and,
  6. preparing for career options.

arrow Visit the PACE Integrative Concentration webpage for more information.

Students wishing to complete the PACE Integrative Concentration should consult with the program chair and complete the Integrative Concentration Add or Drop form. The form requires the signature of the chair.

arrow Download the Integrative Concentration Add or Drop form. 

Jody Kerchner (PACE)

PACE Integrative Concentration Course Lists


  • If a student is enrolled in or completed a course that is not listed below, they can petition the curricular committee to apply the course toward the integrative concentration.
  • Students should be aware that some of the below-listed courses have prerequisites and should plan their schedules accordingly.

Experiential Components

Return to the summary of requirements.

Two experiences are required, ideally one local and one elsewhere. Students must engage in the equivalent 15-20 hours total per experiential component, paid or volunteer experiences, “Local” Oberlin community, Oberlin College/Conservatory. Elsewhere: NE Ohio/outside of Oberlin communities.

A final reflective synthesis essay or video documenting the student’s roles, duties, challenges, and learnings AND a supervisor’s evaluation form are required for each experiential component.

Experiential component examples, but not limited to: 

  • Winter Term music engagement project
  • Summer engagement project or music teaching /internship
  • Teaching online lessons
  • Teaching “secondary” music lessons
  • Prison music assistant/teacher
  • Oberlin Center for the Arts program assistant/teacher
  • NOYO/Choristers assistant/teacher
  • Mercy Health/Hospice musician
  • Teaching OC secondary lessons
  • Teaching lessons for community members
  • Local public schools music tutor/teacher/assistant
  • Leading/conducting  a start-up ensemble
  • Music advocacy projects
  • Music policy projects
  • Community Music School assistant/teacher
  • GEAR (Girls Electronic Arts Retreat)
  • Other TIMARA community engagement work/workshops
  • LEAD 373 & 375 Music Leadership Career Community
  • Community organization administrative assistant/researcher

Petition for other engagement projects to fulfill the requirement.

Learning Portfolio

Return to the summary of requirements.

Students will also develop a Digication learning portfolio with substantive pieces of work from each of the classes taken to fulfill the integrative concentration, as well as relevant materials from their experiential components. The learning portfolio must also include a final reflective synthesis essay (3-5 pages) or video presentation (7 minutes in length) that explicitly connects learning outcomes in the concentration and their development as an artist-teacher-citizen. This Digication portfolio will be shared with the PACE faculty and the Conservatory and College Interdivisional Curricular Committee for the purpose of assessing student learning.