K-8 Music Education Major

Teacher Education Department

Overview

K-8 Music Education is a four-year program of study designed to equip graduates with the professional knowledge, skills, and dispositions of effective K-8 music teachers with a heart for serving others. In addition to fulfilling the requirements for the bachelor’s degree, teacher candidates seeking recommendation for an initial teaching license from the Iowa Board of Educational Examiners must complete all program completion and state licensure requirements.

Degree
Bachelor of Science
Time to Complete
4 Years
Program Director
Lori Kratzer
Program Requirements
  1. Complete a minimum of 127.5 total credit hours. 
  2. Every student must complete 50% of their program through Emmaus, therefore only a maximum of 60 credits or up to half of their program requirements can be transferred into Emmaus. 
  3. Every student must complete 24 of their last 30 credits at Emmaus and must be enrolled at the college during the semester in which the degree will be conferred.
  4. Achieve a 2.0 minimum grade point in most professional core courses and a 3.0 minimum grade point in a few 
    competency-based professional studies courses in the elementary education program. 
  5. Achieve a 2.0 minimum grade point in each content major course in the elementary education program. 
  6. Achieve a 2.5 minimum cumulative grade point average. 
  7. Complete the general graduation requirements listed in the Academic Life section of the catalog:
    1. Bible/Theology (30 credits)
    2. General Studies (29.5 credits)
    3. Professional Studies in Education (41 credits)
    4. Additional Content Required for K-8 Music Endorsement (24 credits)
    5. Electives (3 credits)
Bible/Theology (30 credits)
  • Old Testament Survey 1 (BT 102)
  • Old Testament Survey 2 (BT 104)
  • New Testament Survey (BT 106)
  • Introduction to Biblical Interpretation (BT 120)
  • Survey of Doctrine (BT 151)
  • Biblical Hermeneutics (BT 220)
  • Praxis of Interpretation (BT 320)
  • Biblical and Practical Theology of Transformation (BT 352)
  • Two of the following Theology Electives (6 credits):
    • God, Creation, and Sin (BT 221)
    • Christ, Holy Spirit, and Salvation (BT 321)
    • Church and Final Things (BT 331)
  • Servant Leader Training (CCS 120)
  • Chapel (CCS 110)
General Studies (29.5 credits)
  • Introduction to Education (COM/ED 106)
  • Fundamental Computer Literacy (CS 101)
  • English Composition (ENG 101)
  • Survey of Literature (ENG 102)
  • The Emmaus Experience (FND 101)
  • Senior Seminar (FND 410)
  • Western Civilization 1 or 2 (HIS 131/132) or American History 1 or 2 (HIS 235/236)
  • Christian Life and Worldview (HUM 111)
  • College Mathematics (MAT 140) or Pre-Calculus (MAT 162)
  • Child Development (PSY 254)
  • Intro to Human Biology and Lab (SCI 241/242)
Professional Studies in Education (41 credits)
  • Field Studies (ED 194)
  • Introduction to TESOL (ESL 210)
  • Introduction to Exceptionalities (ED 231)
  • Field Studies (ED 294)
  • Field Studies (ED 295)
  • MMA in K-8 Language Arts (ED 305)
  • MMA in Elementary Music (ED 309)
  • Teaching Diverse Learners in K-12 Contexts (ED 311)
  • Instructional Design and Differentiation in Elementary Schools (ED 330)
  • Educational Psychology (ED 351)
  • Classroom Management (ED 385)
  • Field Studies (ED 394)
  • Teaching Practicum 1 (ED 395)
  • MMA in K-8 Social Studies and Content Area Literacy Strategies (ED 435)
  • Teaching Practicum 2 (ED 495)
  • Student Teaching (ED 496)
  • Student Teaching Seminar (ED 499)
Electives (3 credits)

View the academic catalog to see a list of course offerings.

Professional Standards and Learning Outcomes

The teacher candidate will successfully demonstrate the requisite professional knowledge, skills, and dispositions in 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