WMUS 670 Principles of Music and Worship Pedagogy

This course is designed to examine the planning development, organization, implementation and evaluation of Worship Pedagogy for secondary, post-secondary, and college students. Attention is given to historical concepts of pedagogy, current trends in curriculum organization, available resources for the teaching and training of worship leaders, and strengths and weaknesses of various worship pedagogy models. Includes a graduate level curriculum project.

With an increase in numbers of students interested in the pursuit of training in the field of worship, many secondary programs of worship in colleges and universities across the country have been started. Many programs continue to strategically expand course offerings to equip students as worship leaders, teachers, singers, producers, pastors, evangelists, Internet technicians, audio and visual specialists, artists, counselors, and skilled musicians. In an effort to meet the teaching demand of expanding worship curricula, this course teaches the learner how to teach principles of worship pedagogy through the examination of programs of study, comparison of existing worship curricula, identification of aspects that may be missing from the student degree experience, and the design and development of a unique curriculum. 

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussion

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each discussion. Each thread must be 350–400 words, demonstrate course-related knowledge, and reference 1 source. In addition to the thread, the student is required to reply to 2 other classmates’ threads. Each reply must be 200–250 words. (CLO: A, B, C, D, E)

Worship Pedagogy and Curriculum Report Assignment

The student will write a 3-page (not including title and research pages) research-based paper in current Turabian format that focuses on current worship pedagogy used in 1 secondary and 1 higher education institution. The secondary school studied must offer at least 3 courses pertaining to worship, and the higher education institution must offer a worship studies or similar degree. The student must summarize the curriculum as well as analyze it for strengths and weaknesses. The paper must include at least 4 references from the following sources: course textbooks, scholarly articles, and books. At least 1 reference must be from the Bible. (CLO: B, C, E)

Curriculum Project Assignments (6)

The student will select one curriculum to develop that has a unique angle and therefore is not commonly taught as such. The project will detail a 12-week curriculum plan comprised of 5 charts and a syllabus. The Curriculum Project will assist the student in producing effective teaching and training strategies to facilitate college teaching and learning. The student will submit the assignment in 6 pieces:

Curriculum Project: Analysis Chart Assignment

The student will assume the position of curriculum designer for any single selected course covered in the Worship Pedagogy and Curriculum Report. The student will provide an analysis of the course in order to produce an overall 12-week plan using curriculum planning and the Analysis Chart. The student will create five original prescribed learning outcomes for the course using Bloom’s Taxonomy as the model. A working syllabus modeled after the 670 syllabus should accompany this document. The uniqueness of the chosen curriculum must be highlighted in the title and should be demonstrated throughout the chart. A minimum of 5 scholarly sources must be used as support for this assignment. (CLO: A, B, C, D)

Curriculum Project: Design Chart Assignment

After evaluating and reflecting on his/her Analysis Chart, the student will apply instructional, visual, and technical strategies to produce a prototype of the learning outcomes, assessments, and exercises for the 12-week plan using the Design Chart. Student will also create a 15-minute video demonstrating his/her ability to teach a lesson. (CLO: C, D)

Curriculum Project: Development Chart Assignment

After evaluation and reflection upon the previously submitted Design Chart, the student will create an advanced organizer for 1 lesson using 3 methods of delivery laid out in the Development Chart. The student will also complete the chart, Gagne’s Nine Events of Instruction, by addressing each of the nine issues provided in the chart with a description of how the instruction will address each issue during the lesson. The student must also provide at least 1 reference per item in Gagne’s Nine Events of Instructions. References must be from the course textbooks in current Turabian format. (CLO: B, C, D)

Curriculum Project: Implementation Chart Assignment

After evaluation and reflection upon the previously submitted Development Chart, the student will revisit the content and revise areas as necessary such as tasks and items to be used in lesson plans and a description of a formative assessment using the Implementation Chart. The student must also provide a total of 12 cited references (6 physical items with 1 cited reference each, and 6 tasks with 1 cited reference each). Citations must be from from the course textbooks in current Turabian format. (CLO: A, B, C, D, E)

Curriculum Project: Evaluation and Syllabus Chart Assignment

After evaluation and reflection upon all previously submitted charts, the student will select formative and summative assessments and will revisit the course content to consider point allotment. The student will use this information to create a course syllabus with at least 3 revisions from the previous version. The student must also provide at least 1 reference from the course textbooks in current Turabian format to support his/her choice for each assessment. (CLO: B, C, D, E)

Curriculum Project: Final Submission Assignment

As the final submission, the student will submit all 5 revised charts, a revised syllabus modeled after the 670 syllabus, a 10-item formative assessment, and a 25-item summative assessment. Each chart and the syllabus must have a minimum of 3 documented revisions. The final submission must also include at least three references and a reference page
containing all scholarly sources used throughout the creation of the Curriculum Project. Acceptable sources include the course textbook, scholarly sources, the Bible, and peer-reviewed scholarly articles. All references must be cited in current Turabian format. (CLO: A, B, C, D, E)

Quizzes (2)

Each quiz will cover the Learn material for the assigned modules: weeks, or may be cumulative per description. Each quiz will be open-book/open-notes, contain multiple-choice and true/false questions, and have a time limit. (CLO: A, C, D, E)

Curriculum Choices Assignment

The student will identify three fundamental concepts of a worship curriculum, and provide scholarly support as to why the concepts are significant. The student will create a 5-minute video that demonstrates teaching the identified concepts to a mock class. (CLO: A, B, E)

The student will create five interview questions concerning the leaner’s thoughts on assignments, tasks, testing, and / or student-teacher communication, and provide a summary of interviewee responses with a length requirement of 50-100 words. (CLO: A, B, C, D, E)

The student will create a video that demonstrates the student’s teaching ability to live learners while explaining three main concepts from the curriculum project, and providing a recap of the main points. Further, the video demonstrates the student’s ability to ask questions to assess learner comprehension. (CLO: A,B, D, E).