Nov 21, 2024  
Course Catalog 2022-2023 
    
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Course Catalog 2022-2023 [ARCHIVED CATALOG]

Pedagogy, Advocacy, and Community Engagement 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 Pedagogy, Advocacy, and Community Engagement (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 Integrative 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 a member of the concentration advisory group and complete the Integrative Concentration form. The form requires the signature of the concentration chair.

Chair
Jody Kerchner (Music Education)

arrow See the full list of PACE Integrative Concentration Advisory Group Members

Summary of Requirements

PACE Integrative Concentration Course Lists

Notes:

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

Foundational Components Courses

Return to the summary of requirements.

Approved PACE Elective Courses

Return to the summary of requirements.

Notes:

  • Certain private reading courses related to community-based learning may count towards this requirement upon the approval of the advisory group.
  • Students may petition the advisory group to count a community engagement-focused course not listed below towards this requirement.

Experiential Components

Return to the summary of requirements.

Two experiences are required, ideally one local (i.e., on-campus or in the Oberlin community) and one elsewhere (i.e., other areas in Northeast Ohio outside of Oberlin, or further afield). Each experiential component must consist of at least 15-20 hours (or equivalent) and may be paid or volunteer experiences. A final reflective synthesis essay or video documenting the concentrator’s roles, duties, challenges, and learnings is required for each experiential component and must be accompanied by a supervisor’s evaluation form.

Experiential component opportunities may be identified by drawing connections to alumni working in PACE-related fields with the help of the Career Development Center, especially through career communities such as Arts and Creative Professions; Education; Music Leadership; and Nonprofit and the Public Sector.

Below is a noncomprehensive listing of courses, programs, and internship/teaching opportunities that may be of particular interest to concentrators. Students may petition the committee 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.  

PACE Integrative Concentration Advisory Group

Jody Kerchner (Music Education), chair
Dana Jessen (Contemporary Music, Improvisation)
Andrea McAlister (Piano Pedagogy)
Louise Zeitlin (Community Engagement)