The Music Education program is a five-year program of study leading to a double major in Bible and Theology and Music Education (K-12) with an emphasis in General/Vocal Music. The program includes study in four academic areas: Bible and Theology, general education, music, and professional studies. Teacher candidates are required to have knowledge of program admission and continuation policies and to meet the all criteria. Program Directors: Mrs. Lisa Beatty, Mr. John Jimo.
In addition to meeting the Bible and Theology major outcomes, the student will:
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. Evidence continuing development of effective music performance skills. 4. Develop the knowledge and skills necessary to implement an effective vocal and/or choral program. 5. Develop a coherent philosophy of music education supported by effective methodology.
The Emmaus Bible College teacher education program outcomes are based on the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards developed by the Council of Chief State School Officers and member states (www.ccsso.org) and are aligned with the State of Iowa's standards for initial teacher licensure (www.state.ia.us/boee.html).
1. Subject Matter Expertise — The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that makes these aspects of subject matter meaningful for students. (The music content area will be assessed under this outcome.)2. Learning and Development — The teacher candidate understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.3. Diverse Learners — The teacher candidate understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.4. Multiple Instructional Strategies — The teacher candidate understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.5. Motivation and Classroom Management — The teacher candidate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.6. Communication Skills and Technology — The teacher candidate uses knowledge of effective verbal, nonverbal, and media communication techniques related to instruction to foster active inquiry, collaboration, and supportive interaction in the classroom.7. Instructional Planning — The teacher candidate plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.8. Assessment — The teacher candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.9. Professional Commitment and Responsibility — The teacher candidate is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally. The candidate demonstrates knowledge in social, historical, and philosophical foundations of education.10. Partnership — The teacher candidate fosters relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well-being.
Introduction to Education (ED 106-3 cr) Introduction to Exceptionalities (ED 231-3 cr) Field Studies (ED 194, ED 195, ED 294-P/F) Teaching Diverse Learners (ED 311-3 cr) Field Studies (ED 395-1 cr, ED 396-1 cr) Curriculum, Instruction, and Assessment in Social Studies (ED 435-3 cr) Principles of Management and Assessment (ED 470-2 cr) Field Studies (ED 495-1 cr) Student Teaching (ED 491/3-12 cr) Student Teaching Seminar (ED 499-1 cr) Child Development (PSY 254-3 cr) or Developmental Psychology (PSY 260-3cr) Educational Psychology (PSY 351-3 cr)
Teacher candidates are required to electronically submit program-required assessments to their e-portfolio for self-reflection and faculty evaluation (see Candidate Assessment Plan and Program Standardized Rubrics in Program handbook and syllabi). These performance assessments are designed to evaluate each candidate's professional knowledge, skills, and dispositions at various levels in the program and to inform decisions regarding program continuation, completion, and initial licensure recommendation to the Iowa BOEE. Candidates will create an additional "professional portfolio" utilizing self-selected artifacts and reflective rationale statements to demonstrate the requisite professional knowledge, skills, and dispositions for initial licensure, to prepare for the job search process, and to experience documenting an educator's professional growth and development. Aggregated data from candidate performance assessments could be utilized to observe trends for program assessment.
1. Complete Music Information Profile and audition with the music faculty (by May 1 prior to fall registration). 2. Music faculty will review the application and audition, and their initial 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/Sight Singing/Ear Training 1 and two semesters of applied music with successful performance in recitals each semester. 5. Prior to the sophomore year, declare a major in Biblical Studies and Music Education. 6. At the beginning of the sophomore year, apply for entrance into the Music Education program. The application procedure includes completion of a formal application and self-evaluation. 7. Meet with the music department faculty to discuss the self-evaluation document and goals at this stage of musical development. 8. Meet all Teacher Education admission requirements. 9. Pay all applicable fees for this major as determined by the Business office and published in the annual statement of fees.
1. Complete a minimum of 161 semester credit hours. 2. A 2.5 cumulative grade point average and a passing grade in all required courses. 3. At least 81 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 and 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 ElectivesIntercultural Studies (3 credits) Missions and Evangelism 1* (ICS 104)Inter-Area Studies (5 credits) Transitions Seminar (IAS 101) Spiritual Formation/Christian Service Learning (IAS 102/3-402/3) Chapel Attendance (IAS 104/5-404/5) Senior Seminar (IAS 410)Music (44 credits) Applied Music Vocal/Instrumental Ensemble Music Fundamentals** (MUS 010) Music Theory/SS/ET 1 (MUS 110) Music Theory/SS/ET 2 (MUS 210) Music Theory/SS/ET 3 (MUS 310) Music Theory/SS/ET 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) Keyboard Skills** (MUS 328) Concert Attendance (MUS 235/6-435/6)Music Education (33 credits) Introduction to Education (ED 106) Field Studies (ED 194) Self-Arranged Field Studies (ED 195) Introduction to Exceptionalities (ED 231) Field Studies (ED 295) Teaching Elementary Music (ED 309) Teaching Secondary Music (ED 310) Practicum 1 (Music) (ED 396) Teaching Diverse Learners (ED 311) 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) Fundamental Computer Literacy (CS 101) 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
In addition to fulfilling the requirements for the degree, teacher candidates must fulfill all program completion and licensure requirements (click here for the Teacher Education program policies) to be recommended to the State of Iowa Board for Educational Examiners for the desired teaching endorsement(s).
2570 Asbury RoadDubuque, IA 52001Phone: firstname.lastname@example.org