Bachelor of Music Education (BME)

In addition to the common core of musicianship and general studies, the musician electing a career in school-based teaching must develop competencies in professional education and in specific areas of musicianship. This program leads to Music Multi-Age licensure and prepares you for teaching instrumental and vocal music in the public and private schools, grades preK-12. Students will select either a choral/general emphasis, or an instrumental/general emphasis. The program also may qualify you to apply for graduate study in music or music education.

Ohio Collegiate Music Educators Association

Otterbein’s chapter of the Ohio Collegiate Music Educators Association (OCMEA) is one of the largest in the state. Music Education majors are required to join this organization to fulfill their course requirements. This organization is the collegiate “arm” of the Ohio Music Education Association (OMEA) and the Music Educators National Conference (MENC), and is open to all music majors, but is geared toward enhancing the music education curriculum.

OCMEA coordinates several opportunities throughout the year to take lessons learned in the classroom and convert them into applicable teaching experiences. Projects have included teaching music workshops at Harrison Street Elementary School and preparing a lessons and activities book to accompany the Westerville Symphony’s Young People’s Concerts.

There are also social events and fundraisers, proceeds of which go to a scholarship fund for student teachers. A highlight of the year is the annual OMEA Conference, where there are numerous opportunities to attend concerts and clinics, and to network with teachers from across the state. There will be a picnic for incoming freshman music education majors and others wishing to learn more about OCMEA at the beginning of Autumn Semester. 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 Assocation). The national group 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 KnowledgeableMulti-literateEngagedResponsible, and Inquisitive. To learn more about KMERI, visit our University Learning Goals page.

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