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Nov 23, 2024
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Course Catalog 2023-2024 [ARCHIVED CATALOG]
Pedagogy, Advocacy, and Community Engagement Integrative Concentration
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The integrative concentration consists of a minimum of 16 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.
 View the catalog page for the pedagogy, advocacy, and community engagement division.
Echoing the mission of the 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.
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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.
Learning Goals
Objectives of the PACE Integrative Concentration include students:
- experiencing music-making and music engagement that already exists in community organizations and educational settings locally and globally;
- engaging with diverse music learners and audiences;
- networking with community musicians, music teachers, and music advocates;
- demonstrating musical, pedagogical, and academic excellence;
- considering graduate school options; and
- preparing for career options.
Detailed Integrative Concentration Requirements
PACE Integrative Concentration Course Lists
Application 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
Andrea McAlister (Piano Pedagogy), chair
Dana Jessen (Contemporary Music)
Jody Kerchner (Music Education)
Louise Zeitlin (Community Engagement)
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