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.
Since 2005, scores of new secondary programs of worship have been started in colleges and universities across the country. These programs are strategically designed to equip men and women as teachers, singers, producers, pastors, evangelists, Internet technicians, audio and visual specialists, worshipers, artists, counselors, and skilled musicians. In an effort to meet the demand of filling these teaching positions, this course teaches the learner how to set up and administrate Christian high school and undergraduate college worship degree programs through an understanding of principles of worship pedagogy and instruction in biblical foundations of worship, theology, philosophy and methodology of worship, preparation in practical worship and music presentation, application of principles in secondary education to the various worship, design and development of worship curriculum, and principles of praxis music education.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.
Discussion 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. These assignments are tied to learning outcomes A, B, C, D, and E.
Worship Pedagogy and Curriculum Report Assignment
The student will write a 3-page research-based paper in current Turabian format that focuses on current worship pedagogy used in 1 secondary and 1 higher education institution. The student must summarize the curriculum as well as analyze it for strengths and weaknesses. The paper must include at least 4 references in addition to the course textbooks and the Bible. These assignments are tied to learning outcomes A, B, and D.
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:
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. 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. This assignment is aligned with measurable learning outcomes B, C, and D.
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. This assignment is aligned with measurable learning outcomes C and D.
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 must also provide at least 1 reference from the course textbooks in current Turabian format. This assignment is aligned with measurable learning outcomes B, C, and D.
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 at least 1 reference from the course textbooks in current Turabian format. This assignment is aligned with measurable learning outcomes A, B, C, D, and E.
Evaluation and Syllabus Chart
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. 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. This assignment is aligned with measurable learning outcomes B, C, and D.
As the final submission, the student will submit a finalized syllabus along with all 5 revised charts and a revised syllabus modeled after the 670 syllabus. The final submission must also include a reference page containing a minimum of 3 references 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.
These assignments are tied to learning outcomes A, B, C, D, and E.
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 25 multiple-choice and true/false questions, and have a 1-hour and 30-minute time limit. These assignments are tied to learning outcomes A, C, D, and E.