The Bachelor of Science in
Bible/Theology and Music Education (K-12)

The Music Education program is a five-year program of study leading to a double major in Bible/Theology and Music Education (K-12) with an emphasis in General/Vocal Music. The program includes study in four academic areas: Bible/Theology, general education, music, and professional studies. Teacher candidates are required to apprise themselves of program admission, continuation, and completion policies and must meet all criteria.

PROGRAM DIRECTOR Mr. John Jimo & Lisa Beatty

Program Outcomes

In addition to meeting the Bible/Theology major outcomes, the student will:

K-12 Music Education Outcomes

1. Demonstrate the ability to hear, identify, and work conceptually with the elements of music—rhythm, melody, harmony, and structure.
2. Demonstrate knowledge of style periods, genres, composers, and a wide selection of literature in the historical development of Western European art music.
3. Attain the ability to perform with fluency on at least one major instrument.
4. Play the piano at a functional level.
5. Develop the knowledge and skills necessary to implement an effective vocal and/or choral program.
6. Develop a coherent philosophy of music education supported by effective methodology.
   
   

Teacher Education Professional Standards and Learning Outcomes

The Emmaus Bible College teacher education program outcomes are based on the updated (April 2011) InTASC Core Teaching Standards developed by CCSSO (Council of Chief State School Officers) Interstate Teacher Assessment and Support Consortium (http://www.ccsso.org/intasc) and are aligned with the State of Iowa’s standards for initial teacher licensure (www.boee.iowa.gov).

• The Learner and Learning

• Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
• Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
• Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

• Content

• Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teachers and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. 
• Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

• Instructional Practice

• Standard # 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
• Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
• Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

• Professional Responsibility

• Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
• Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
  
  

Professional Core Coursework for
Teacher Education Programs of Study and Licensure

The following courses are required for every teacher candidate enrolled in a program of study leading to state licensure and they are listed in bold type on teacher education endorsement planners

• Foundations

• Child Development (PSY 254-3 cr) or Developmental Psychology (PSY 260-3 cr.)  
• Introduction to Education (ED 106-3 cr)                                               
• Introduction to Exceptionalities (ED 231-3 cr)                                                                           
• Field Studies (ED 194, 195, 295-P/F)

• Methods

• Teaching Diverse Learners (ED 311-3 cr.)
• Instructional Design (ED 330-1 cr.)
• Practicum 1 (ED 395/6-1 cr)                                       
• Educational Psychology (PSY 351-3 cr)           
• Curriculum, Instruction, and Assessment in Social Studies (ED 435-3 cr)                           
• Principles of Management and Assessment (ED 470-2 cr)
• Practicum 2 (ED 495-1 cr)                                          

• Internship

• Student Teaching (ED 490-497-6 to 12 cr)
• Student Teaching Seminar (ED 499-1 cr.)
  
  

Assessment of Teacher Candidates

Teacher candidates are required to submit requested program documents to the department and selected professional core course performance assessments to their eportfolio for faculty evaluation (see Candidate Assessment Plan and Rubrics in the Teacher Education Handbook and selected assessments of candidates in course syllabi) These assessments are designed to measure each candidate’s professional knowledge, skills, and dispositions at various levels throughout the preparation program and evaluations are utilized to inform decisions regarding candidate program status, continuation, and completion, and initial licensure recommendation to the Iowa Board of Educational Examiners During Student Teaching, candidates utilize self-selected artifacts and compose rationale statements to create a “professional” portfolio aligned to the program’s professional standards and learning outcomes. Each candidate utilizes this final performance assessment to demonstrate competency of the requisite professional knowledge, skills, and dispositions for initial licensure, to prepare for the job search process, and to practice professional development documentation for educators. Aggregated data from candidate assessments may be used for program assessment.

Program Admission Requirements

1. Complete Music Information Profile and audition with the music faculty (by May 1 prior to fall registration; audition by April 1 to be eligible for a music scholarship).
2. Music faculty will review the application and audition, and their decision will be communicated to the student by means of a formal letter.
3. Complete freshman year at Emmaus with a minimum cumulative grade point average of 2.5.
4. Successfully complete
• MUS 110 Music Theory/Aural Skills 1
• Two semesters of applied music with successful performance in recitals each semester.
5. At the beginning of the sophomore year, apply for entrance into the Music program.  The application procedure includes completion of a formal application and self-evaluation.
6. Meet with the Music department faculty to discuss the self-evaluation document and goals at this stage of musical development.
7. Pay all applicable fees for this major as determined by the Business office and published in the annual statement of fees.

Successful completion of these steps will result in full acceptance to the Music department.  For admission requirements related to Music Education, see the Teacher Education requirements.

Music Education Degree Requirements

1. Complete a minimum of 163 semester credit hours.
2. A 2.5 cumulative grade point average and a passing grade in all required courses.
3. At least 82 semester credit hours must be earned at Emmaus.
4. All methods coursework and student teaching must be earned from Emmaus.
5. Achieve a grade point average of not less than 2.0 in each professional studies course in the Music Education program.
6. Complete the general graduation requirements listed in the Academic Life section of the catalog.
7. Meet course requirements in the following areas:

• Bible/Theology (39 credits)
• Old Testament Survey 1 (BT 102)
• Old Testament Survey 2 (BT 104)
• New Testament Survey (BT 106)
• Christian Life & Bible Study Methods (BT 110)
• Survey of Doctrine (BT 151)
• Hermeneutics (BT 250)
• Theology 1 (BT 205)
• Theology 2 (BT 210)
• Theology 3 (BT 305)
• Theology 4 (BT 310)
• Bible/Theology Electives+
• Intercultural Studies (3 credits)
• Missions and Evangelism 1* (ICS 104)
• Inter-Area Studies (5 credits)
• Transitions Seminar (IAS 101)
• Servant Leader Training (IAS 102/3-402/3)
• Chapel Attendance (IAS 104/5-404/5)
• Senior Seminar (IAS 410)
• Music (43 credits)
• Applied Music
• Vocal/Instrumental Ensemble
• Music Fundamentals** (MUS 010)
• Music Theory/Aural Skills 1 (MUS 110)
• Music Theory/Aural Skills 2 (MUS 210)
• Music Theory/Aural Skills 3 (MUS 310)                         
• Music Theory/Aural Skills 4 (MUS 410) 
• Music History 1 (MUS 273)
• Music History 2 (MUS 373)
• Conducting 1 (MUS 365)
• Conducting 2 (MUS 465)
• Vocal Techniques (MUS 350)
• Diction and Song Literature (MUS 385)
• Survey of Choral Literature (MUS 286)
• Class Voice** (MUS 124)
• Keyboard Skills** (MUS 328)
• Concert Attendance (MUS 235/6-435/6)  
• Music Education (36 credits)
• Introduction to Education (ED 106)
• Field Studies (ED 194)
• Introduction to Exceptionalities (ED 231)
• Field Studies (ED 295)
• Teaching Elementary Music (ED 309)
• Teaching Secondary Music (ED 310)
• Practicum 1 (Music) (ED 396)
• Instructional Design (ED 330)
• Teaching Diverse Learners (ED 311)
• Content Area Literacy (ED 420)
• Curriculum, Instruction, and Assessment in Social Studies (ED 435)
• Principles of Management and Assessment (ED 470)
• Practicum 2 (ED 495)
• Student Teaching (ED 491/493)
• Student Teaching Seminar (ED 499)
• Humanities (15 credits)
• Fundamentals of Speech (COM 112)
• English Composition (ENG 101)
• Introduction to Literature (ENG 102)
• Introduction to Philosophy: Christian Worldview* (PH 106)
• Survey of Music History (MUS 173)
• Social Sciences (12 credits)
• Educational Technology (CS 240)
• Western Civilization 2 (HIS 132)
• Developmental Psychology (PSY 260)
• Educational Psychology (PSY 351)
• Natural Sciences (10 credits)
• Introduction to Human Biology (SCI 241)
• Introduction to Human Biology Lab (SCI 242)
• Math Elective
• Math or Science Elective