Pedagogy, Advocacy, and Community Engagement Integrative Concentration

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.

PACE Integrative Concentration Course Lists

Experiential Components

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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.

• ​Community Music School (CMS) of the Oberlin Conservatory
• Community organization administrative assistant/researcher
• Girls Electronic Arts Retreat (GEAR)
• LEAD 373 - Music Professions Career Community  
• LEAD 375 - Career Readiness for Musicians  
• Leading/conducting a start-up ensemble
• Mercy Health/Hospice Music Therapy Program
• Music advocacy projects
• Music instruction:​
  • Secondary Lessons Program
  • Online music lessons
  • Lessons for community members
  • Tutoring music in local public schools
• Music policy projects
• Northern Ohio Youth Orchestra
• Oberlin Choristers
• Oberlin Conservatory Global
• Oberlin Music at Grafton (OMAG) Prison Choir
• Summer engagement project or music teaching /internship
• Technology in Music and Related Arts (TIMARA) community engagement work or workshops
• Winter Term project related to music engagement

Learning Portfolio

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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.