B.A. in Music
The B.A. program offers a broad, flexible study of music, and it is easily combinable with other majors and minors. It includes performance studies and a sequence of music theory, aural skills, and history courses. Students may take additional electives according to their interests.
There are two optional concentrations in the B.A. degree track:
- The Music History & Literature concentration provides students the opportunity to explore the scholarly aspects of music study. The exploration of music through scholarship, writing and research has many career outcomes and is well suited to liberal arts studies.
- The Music Theory & Composition concentration is the perfect program for composers seeking to study music theory and composition in depth while also gaining a firm grounding in musicianship and performance within a liberal arts framework.
|Student Learning Outcomes||University Learning Goals (KMERI*)|
|Area 1: Technical; The student will demonstrate mastery of his/her instrument or voice, and articulate the processes used to develop oneself as a performing artist.||Knowledgeable, Engaged|
|Area 2: Analytical; Through clear use of the written word, the student will be able to deconstruct music into its fundamental elements, such as form, rhythm, tonal centers, etc. This could also point to the pursuit of research, both scholarly and creative, as well as experimentation to expand the current knowledge base of the discipline.||Multi-literate, Inquisitive|
|Area 3: Critical; The student will evaluate historical and contemporary repertoire with respect to historical contexts and personal performance, engaging in meaningful discussions of performances and other current resources. This area also encircles the general appreciation student through the development of basic skills to listen critically to performances and evaluate current publications and journalism.||Engaged, Responsible|
|Area 4: Technological; The student will demonstrate mastery of various technological media, as well as develop plans for integration/application of available resources. For example, students can utilize a digital recording device during a performance, build and maintain a website for self-promotion, or arrange/edit music through a desktop publishing program (i.e., Sibelius).||Knowledgeable, Multi-literate|
|4. The candidate can identify and discuss music from a wide selection of repertoire, based on the principal eras, genres, and cultural sources.||Knowledgeable, Inquisitive|
|1. The candidate can discuss various musical aspects of culture and history.||Knowledgeable, Multi-literate|
|2. The candidate can identify and discuss music from a wide selection of repertoire, based on the principal eras, genres, and cultural sources.||Responsible|
|3. The candidate can form and defend value judgments about music in general.||Responsible, Inquisitive|
|4. The candidate can demonstrate performance skills at levels consistent with the goals of the declared degree concentration.||Knowledgeable, Engaged|
|5. The candidate will engage in various experiences and projects directly related to the declared degree concentration.||Engaged|
|6. The candidate can identify the core components of music, such as rhythm, melody, timbre, form, etc.||Knowledgeable|
*NOTE: KMERI refers to Otterbein's learning goals. It stands for Knowledgeable, Multi-literate, Engaged, Responsible, and Inquisitive. To learn more about KMERI, visit our University Learning Goals page.