Music Education Division Conceptual Framework
The conceptual framework of the Music Education Division embraces the broader vision of Oberlin College and the goals of the Conservatory of Music, and has evolved from the mission statement of the unit. The overarching conceptual framework statement is "Continuing a Heritage : preparing music educators for the future."
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The Music Education Division’s purpose is to prepare professional music educators within the context of the values and goals described in its mission statement (excellence in education; commitment to diversity; excellence in musicianship, pedagogy and scholarship). These values and goals are considered in all decisions regarding curricular design and assessment, selection of candidates, selection of faculty, and broader professional activity within the department and the profession. The following defines our understanding of these specific goals and values:
Two concentrations (instumental and vocal) are available in the degree programs. Another option permits students to develop a program that permits them to pursue interests in both emphases. The division also offers minors in music education and community music.
- Students who wish to teach vocal or general music or to conduct choirs elect a vocal-emphasis curriculum.
- Those preparing to conduct orchestras or bands or to teach instrumental classes elect an instrumental-emphasis curriculum.
Each concentration stresses extensive training in a variety of classroom situations, thorough grounding in educational theory, and the importance of teaching high standards of musicianship. The program incorporates current practices in specialized teaching methods and educational technology and is flexible enough to accommodate individual interests.
Music Education Division Conceptual Framework
I. Excellence in education
Excellence in education is defined as seeking the highest standards in selecting faculty and candidates and in managing the development of the education program and curriculum. The Music Education Division expects its candidates to pursue excellence in their professional maturation, with an emphasis in the following areas:
- active research
- skills promoting life-long learning
- personal musicianship skills
- creative pedagogical applications
- professional education skills
II. Musicianship
The selection of both faculty and candidates includes rigorous assessment of musicianship. Musicianship is defined as the capacity to demonstrate both technical skill and general content knowledge within the field of music. Candidates are expected to pursue professional development in the following areas:
- the critical study and aesthetic appreciation of music
- theoretical and aural skill development
- historical perspective in the field of music
- conducting skill
- private study in a primary instrument
- keyboard skill
- private study in a secondary area
- participation in ensembles
III. Pedagogy
Both faculty and candidates strive to develop and assess effective pedagogical skill and content. Pedagogy is defined as the application of general and professional content knowledge to the instruction of music. Specifically, faculty and candidates continuously develop their pedagogical skill and knowledge base that facilitates their discovery of the intellectual and emotional import of musical experience. Candidates are expected to demonstrate competency in:
- demonstrating knowledge, understanding, and ability to use subject matter
- exhibiting a general knowledge of child development theories and their applications to designing lessons and teaching
- incorporating the National Standards for Arts Education (music content standards)
- using a variety of classroom/rehearsal strategies, techniques, and materials that result in meaningful music learning for diverse populations of student learners
- monitoring students’ understanding during a lesson and adjusting the content according to their educational and musical needs
- designing sequenced lesson plans for classes/rehearsals that facilitate individual and group learning
- reflecting on student learning and utilizing these analyses to inform subsequent planning and teaching
- planning musical experiences that encourage higher-order thinking skills, creativity, and problem-solving
- maintaining fair and consistent learning and behavioral standards and a positive atmosphere for learning
- facilitating musical discovery through questioning techniques
- building a positive and appropriate rapport with students
IV. Scholarship
Both faculty and candidates rigorously strive to acquire knowledge in the field of music and other academic domains. The unit provides its candidates with the necessary skills for a lifetime of continued learning and scholarship. Candidates are expected to demonstrate the ability to:
- cultivate a knowledge and incorporate it into assigned teaching segments and music curricula
- write coherent prose, letters, reports, lesson plans
- systematically analyze teaching
- pursue and consult scholarly research that informs teaching
Each student's course of study incorporates field experiences at both elementary and secondary levels. Flexible content and sequence of the program and regular advising permit each student to meet specific needs and interests while satisfying state and college requirements.
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