Bachelor of Music Education (BME)
Students seeking a career teaching music will find an experienced and supportive faculty and a curriculum that will prepare teachers for the demands of the 21st century classroom.
The four-year Bachelor of Music Education (B.M.E.) program offers students the professional skills needed to be a well-rounded music educator. The program leads to Music Multi-Age licensure and prepares the student for teaching instrumental and vocal music in the public and private schools, grades preK-12. The accreditation for Otterbein’s teacher education programs is through CAEP (Council for the Accreditation of Education Preparation). Otterbein’s B.M.E. program is also accredited through the National Association of Schools of Music (NASM). These accreditations facilitate licensure in additional states.
The program retains the advantages of the liberal arts framework that is the essence of Otterbein. In addition to our nationally recognized general education program (Integrative Studies), students in the BME take course work that develops musicianship skills and competencies in the field of education.
Beginning with the freshman year, all students are involved in a variety of observation and participatory public-school experiences that are jointly provided by the Departments of Music and Education. In addition to in-school placements in each year of study, students take a full array of methods courses including a guitar and ukulele methods course.
Otterbein’s placement record of its B.M.E. graduates is exemplary and we have educators in leadership positions in many prominent programs throughout Ohio and beyond. Graduates of our B.M.E. degree track have established successful careers as public/private school educators, studio teachers, university faculty, and have gone on to further their performing interests.
Otterbein University’s location provides an intimate campus experience near a vibrant metropolitan area which affords a variety of in-school experiences with outstanding music programs and teachers. A wide array of ensemble performing experiences are available to students in the Otterbein Music Department and a close-knit community of learners provides an extra layer of collegial support.
Ohio Collegiate Music Educators Association
Otterbein’s chapter of the Ohio Collegiate Music Educators Association (OCMEA) is very active. Music Education majors participate in this organization in each year of study. This organization is the collegiate “arm” of the Ohio Music Education Association (OMEA) and the National Association for Music Education (NAfME), and is open to all music majors, but is geared toward enhancing the music education curriculum.
OCMEA supplements the regular curriculum by providing regular guest speakers addressing a variety of topics ranging from developing diversity in the music curriculum to copyright concerns, from mock interviews to creating an effective resume. Experienced teachers frequently come to speak and inspire our students.
A highlight of the year is attending the annual OMEA Professional Development Conference, where students attend concerts and clinics, and network with teachers from across the state. Our students also organize social events and fundraisers. For more information, please contact Jim Bates.
Otterbein Future Music Teachers Association
Otterbein has a chapter of MTNA (Music Teachers National Association) called OFMTA (Otterbein Future Music Teachers Association). This national organization was formed to give independent music teachers a resource for networking and to provide professional opportunities and further training. Students who are currently teaching private lessons on any instrument or voice or would like to get started are invited to join the group. For more information, please contact Nick Ross.
|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|
|1. (Degree-Specific) The candidate can create age-appropriate learning experiences that are meaningful to a wide range of ability levels.||Knowledgeable, Multi-literate|
|1. The candidate can create age-appropriate learning experiences that are meaningful to a wide range of ability levels.||Knowledgeable, Multi-literate|
|2. The candidate can adapt learning experiences to be equitable and meet the needs of diverse learners in various instructional contexts.||Multi-literate, Inquisitive|
|3. The candidate can create detailed plans and framework based upon the knowledge base of the subjects, student population, community needs, curriculum goals, and Ohio-approved curriculum models.||Knowledgeable, Engaged|
|4. The candidate utilizes a variety of instructional models and philosophies to encourage critical thinking, problem-solving, and performance skills.||Engaged, Responsible|
|5. The candidate demonstrates a rapport with students (and groups of students) by creating a positive, encouraging, and active learning environment.||Engaged|
|6. The candidate utilizes effective forms of communication to foster interaction in the classroom, as well as in the larger school community.||Multi-literate, Responsible|
|7. The candidate can utilize various forms of formal and informal assessment to measure student learning.||Multi-literate, Responsible|
|8. The candidate can form and defend value judgments about repertoire based on the pedagogical needs and artistic development of the students.||Engaged, Inquisitive|
|9. The candidate will engage in various field placements throughout the course of the degree track that place the candidate in a variety of educational settings.||Knowledgeable, Multi-literate|
*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.