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Apr 20, 2024
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Course Catalog 2023-2024 [ARCHIVED CATALOG]
Arts Administration and Leadership Integrative Concentration
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The integrative concentration consists of a minimum of 6 full courses (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.
The arts administration and leadership integrative concentration allows students to pursue curricular pathways that prepare them for administrative careers in the performing, creative, and fine arts. The course offerings expose students to the business and organizational aspects of arts management and production. Students will acquire both an intellectual and practical foundation in arts management while also exploring enrichment experiences on stage, in museums, and in other co-curricular activities available in the College and the Conservatory.
 Visit the concentration’s web page for more information.
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Note(s) on Requirements
- If a student wishes to count a course that is not listed below toward the concentration, they can petition the concentration chair(s) for approval to apply the completed or in-progress course toward their concentration.
- In planning their schedules, students should be aware that some of the courses listed below have prerequisites.
Declaring the Integrative Concentration
Students wishing to complete the arts administration and leadership integrative concentration should consult with one of the concentration co-chairs and complete the integrative concentration declaration/change form. The form requires the signature of one of the co-chairs.
Co-Chairs
Susan Ellinger (Conservatory Professional Development)
Eric Steggall (Theater, Dance, and Opera)
Detailed Integrative Concentration Requirements
Arts Administration and Leadership Integrative Concentration Course Lists
Art-Related Discipline Courses
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In general, art-related discipline courses pertain to the practice, theory, and/or history of the discipline. Any course in art history or music history can count for this requirement.
The following courses may be of particular interest for students pursuing this integrative concentration.
Experiential Components
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Students must engage in the equivalent of at least eight weeks of other work related to the concentration in the form of off-campus and/or on-campus work. This professional experience will provide students with the knowledge to become generative citizens in the fields of arts administration.
Students are encouraged to pursue off-campus work, in the United States or abroad, with an arts organization of some kind. On-campus work must include at least one full semester or winter term project with a demonstrated leadership role in on-campus arts-related organization.
Off-Campus Experiential Component
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The professional experience gained from off-campus experiences will provide students with the knowledge to become generative citizens in the field of arts administration. Off-campus internships will be identified by drawing from connections to alumni working in arts administration with the help of the Career Development Center, especially through career communities in such areas as Arts and Creative Professions and Nonprofit and the Public Sector. In addition, there may be internship or Winter Term opportunities with Oberlin- or Cleveland-area organizations such as those listed below.
Oberlin-Area Organizations
Cleveland-Area Organizations
On-Campus Experiential Component
Return to the summary of requirements.
On-campus work must include at least one full semester or Winter Term project with a demonstrated leadership role in an on-campus arts-related organization.
Selection of On-Campus Opportunities:
Learning Portfolio
Return to the summary of requirements. Students will also develop a 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 co-curricular experience. The learning portfolio must also include a reflection piece that explicitly connects learning outcomes in the different courses. The learning portfolio must also include a reflection piece about their learning that explicitly connects the different courses, as well as the curricular and co-curricular. This reflection will be shared with the advisor (faculty liaison) and the Conservatory and College Interdivisional Curricular Committee for the purpose of assessing student learning. |
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