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

This five-year program of study leads 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. It is recommended that teacher candidates apprise themselves of program admission, continuation, and completion policies, procedures, and deadlines to assure completion of all program requirements in a timely manner.


Program Directors: Dr. Lisa Beatty, Mr. John Jimo

Program Outcomes

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

Music 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.

Emmaus 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 the CCSSO (Council of Chief State School Officers) Interstate Teacher Assessment and Support Consortium ( and are aligned with the State of Iowa’s standards for initial teacher licensure (

The teacher candidate will demonstrate the requisite professional knowledge, skills, and dispositions for each of the following outcomes:

  • 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 teaches 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 for Teacher Education Programs of Study and Licensure

The following courses are bold on all teacher education program of study planners because they are required for every teacher candidate enrolled in a program of study for Iowa licensure.

  • Foundations Coursework
    • Introduction to Education (ED 106 - 3 s.h.)
    • Field Studies (ED 194 - P/F)
    • Developmental Psychology (PSY 211 - 3 s.h.)
    • Introduction to Exceptionalities (ED 231 - 3 s.h.)
    • Field Studies (ED 295 - P/F)
    • Educational Technology (CS 240 - 3 s.h.)
    • Educational Psychology (PSY 351 - 3 s.h.)
  • Methods Coursework
    • Teaching Diverse Learners (ED 311 - 3 s.h.)
    • Content Area Literacy (ED 420 - 2 s.h.) for all secondary education majors
    • Instructional Design (ED 330 - 1 s.h.)
    • Instructional Adaptations (ED 331 - 3 s.h.)
    • Practicum 1 (ED 395-1 s.h. or ED 396 - 1 s.h.)
    • Curriculum, Instruction, and Assessment in K-8 Social Studies & Content Area Literacy Strategies (ED 435 - 3 s.h.) for elementary education and music education majors
    • Principles of Management and Assessment (ED 470 – 2 s.h.)
    • Practicum 2 (ED 495 – 1 s.h.)
  • Internship Coursework
    • Student Teaching (ED 491 and ED 493 – 12 s.h.)
    • Student Teaching Seminar (ED 499 – 1 s.h.)

Assessment of Teacher Candidates 

Signature performance assessments embedded in professional core courses are used to measure and evaluate each candidate’s professional knowledge, skills, and dispositions throughout their program of study. Performance data and evaluation results are used to inform departmental decisions regarding a candidate’s status in the program and to determine program completion and licensure recommendation. Iowa requires passing test scores on two Praxis II exams before a candidate becomes eligible for program completion and initial licensure. Graduates must pass a pedagogy exam and a content exam using cut scores determined annually by the Iowa Department of Education. Be sure to consult the educator licensure and test requirements for other states and countries if you plan to teach outside of Iowa.

Each teacher candidate will be introduced to the concept and design of an eportfolio in CS 240 Educational Technology. Throughout a candidate’s progression in the TEP, it is recommended that s/he house signature assignments, performance evaluations, and personal reflections that evidence professional growth and development for the purpose of using self-selected artifacts to showcase professional knowledge, skills, and dispositions to prospective employers.

We recommend the following artifacts for your eportfolio:

  • An “About Me” page
  • My Philosophy of Teaching and Learning
  • ED 203 Autobiography
  • Why I Want To Teach Essay (Program Application Version)
  • Cumulative Field Studies Data Base
  • ED 330 Unit of Instruction
  • ED 395 Practicum 1 Performance Evaluation & Reflection on Practice
  • ED 435 Unit of Instruction
  • ED 495 Practicum 2 Video Clip & Reflection on Performance
  • ED 490-497 Student Teaching Formative and Summative Performance Evaluations
  • ED 499 10 Professional Artifacts & Rationale Statements

Program Admission Requirements

  1. 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
    1. a. Music Theory 1 (MUS 114) and Aural Skills 1 (MUS 115)
    2. b. 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 164 semester credit hours.
  2. A 2.5 minimum 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 2.0 minimum grade point in each professional studies course in the music education program.
  6. Achieve a 2.0 minimum grade point in each content area course in the music education program.
  7. Complete the general graduation requirements listed in the Academic Life section of the catalog.
  8. Meet course requirements in the following areas:

*meets Bible-Related requirement
**or demonstrated proficiency
+at least one book study required

Award: Bachelor of Science

In addition to fulfilling the requirements for the bachelor’s degree, teacher candidates must fulfill all program completion and licensure requirements (see the TEP program policies on the pages following) to be recommended to the Iowa Board of Educational Examiners (BOEE) for teaching endorsements sought.