This is a course that looks at the various responsibilities music educators and worship leaders have in building a community of well-balanced, well-conceived partnerships. Consideration is given to the worship leader's responsibility to build relationships with various ministries in the church, with those in the community and with other worship pastors. Consideration is also given to the music educator’s responsibility to build community within the school, with the culture, and with other music educators.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
Christianity is characterized by worship and teaching. Worship is comprised of music and preaching, both based on the Word of God. Teaching is all forms of educational nurture and mentoring, and leads to discipleship. Thus, one aspect of worship is teaching, and one goal of music education is preparation for participation in worship. Similarly, worship leaders should understand the teaching role of the Word proclaimed in music, and music educators should understand that the ultimate goal of all human attainment is to worship and glorify God as the Father, the Son, and the Holy Spirit. The need for deepening these understandings among worship leaders and music educators is the Rationale for a course in “Worship, Community and Relationship.”
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Articulate a biblical understanding of discipleship and mentoring in the context of a ministry team.
- Evaluate and interpret the effectiveness of worship and music education in various cultural contexts.
- Articulate how the worship leader and music educator can, on the basis of biblical foundations and professional practices, develop relationship, cast vision, and build organization, in various church, ministry, and educational settings.
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussion boards are collaborative learning experiences. Therefore, the student must participate in 6 Discussion Board Forums. A Discussion Board Forum consists of a thread written in response to the provided prompt (weekly topic). Each thread must be at least 600 words in length, demonstrate course-related knowledge, and include 4 citations from course textbooks and videos, and one verse or passage from the Bible. After writing the thread, the student is required to write replies to two other classmates’ threads. The two replies combined must be at least 300 words in length. Further instructions can be found in Blackboard.
The student must write 2 Philosophy Papers in current Turabian format. The instructions and grading rubric can be found in Blackboard.
The student must write 5 Summary-Analysis Book Reports. The student will use the specific Summary-Analysis Report template (posted in Blackboard) for each book.
The student must compile a list of 15 scholarly sources in preparation for writing the 20-page research paper for the Capstone Learning Project. A short annotation of no more than 2 sentences must be included, articulating why the reference is selected for this Capstone Learning Project. The Instructions and Grading Rubric can be found in Blackboard.
This research/writing project consists of a 20-page research paper, to which are added the Annotated Bibliography and, as an Appendix, a Pedagogical Application. The Instructions and Grading Rubric can be found in Blackboard.