Advanced Seminar in Worship Studies – WRSP 997

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

This course focuses on a study of worship practices in the evangelical community.  Student and faculty work together to develop and tailor assignment to each student's individual preference, professional goals, needs, and objectives.  A 30-50 page major paper demonstrating research ability must be completed. This major project must be practical in application to the student's ministry.

Prerequisites

None

Rationale

Every leader in the contemporary church faces technical, methodological and social changes that significantly impact the local church. In the ministry landscape of the 21st century, those changes are occurring faster and faster. Therefore, church leaders not only need to be informed of current techniques in ministry, but also equipped with the necessary tools to navigate the imminent changes that will have a lasting impact in the future and those that are only passing fads.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

  1. Evaluate pedagogical principles necessary for the teaching of tools and techniques for in the Evangelical culture.
  2. Articulate pedagogical principles for communicating trends in media and worship.
  3. Identify and justify strategic tools and techniques for worship ministry pedagogy.
  4. Assimilate and develop a catalog of available resources for worship.
  5. Articulate the Biblical basis for worship methodologies and pedagogies.

Course Assignment

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 Module/Week 1.

Discussion Board Forums (4)

Discussion boards are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt for each forum. Each thread must be 450–500 words and demonstrate course-related knowledge. At least 4 citations in current Turabian format are required for each thread, and 2–5 biblical principles must be integrated. In addition to the thread, the student is required to reply to at least 4 other classmates’ threads. Each reply must be 200–250 words and include at least 1 citation in current Turabian format.

Devotional Assignments-Ravenhill

Part 1: The student will choose 1 chapter from the 3 options provided from Why Revival Tarries (chs. 6, 12, and 14) and compose a 200-250 word devotional reading for their “students.” This devotional needs to have 1 or 2 points summarizing the main argument of the chapter.

Part 2: Once you have completed part 1, you will construct a pedagogical plan for teaching your “student” how to write a devotional. In this pedagogical plan you must supply an overview of the assignment you are creating, 3 to 5 learning outcomes related to the devotional (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for writing the devotion, and 1 assignment for student activity or discussion.

Devotional Assignments-Guinness

Part 1: The student will choose 1 chapter from the 3 options provided from The Call (chs. 10, 11, and 12) and compose a 200-250 word devotional reading for their “students.” This devotional needs to have 1 or 2 points summarizing the main argument of the chapter.

Part 2: Once the student has completed part 1, he/she will construct a pedagogical plan for teaching their “student” how to write a devotional. In this pedagogical plan you must supply an overview of the assignment you are creating, 3 to 5 learning outcomes related to the devotional (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for writing the devotion, and 1 assignment for student activity or discussion.

Maxwell Lesson Plan

Using John Maxwell’s, The 21 Irrefutable Laws of Leadership, the student will create a lesson teaching principles for team building. Your lesson plan must account for a minimum of a 60-minute time period with a target audience of a sophomore level college class. In this pedagogical plan you must supply an overview of the assignment you are creating, 3 to 5 learning outcomes related to the devotional (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for a 1-hour lesson, and 2 assignments for your “student’s” activity or discussion.

Comparative Analysis

The student will compose an 18-20-page paper in current Turabian format utilizing citations when necessary for the 3 textbooks reviewed. First the student must use the 4-MAT method of book review to review 3 books and second, the student will compare and contrast the pedagogical themes and methodologies outlined in the 3 texts.

Pedagogical Assignment

For this assignment, the student will use Williamson’s God’s Singers, Hedrick’s Biblical Foundations of Instrumental Music, and Lane’s The Worship Band Book as resource materials, the student will create a plan for effective team building in 1 of 3 ministry areas: the “worship choir,” the “worship band,” and the “media team.” This assignment includes two parts:

Part 1: The student will create an outline on developing, organizing, and implementing effective team building for a worship choir or media team. The student will evaluate pedagogical principles necessary for the teaching of tools and techniques for in the Evangelical culture. You must including 3 core principles as outlined in the instructions document. Feel free to include additional ideas regarding collaboration, team building, and spiritual formation.

Part 2: The student will construct a pedagogical plan for teaching what they have completed in part one of this assignment. The student’s lesson plan must account for a minimum of a 60-minute time period with a target audience of a sophomore level college class. In this pedagogical plan the student must supply an overview of the assignment he/she is creating, 3 to 5 learning outcomes related to the devotional (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for a 1-hour lesson, and 2 assignments for your “student’s” activity or discussion.

Capstone Project: Part 1

In preparation for the Capstone Project Final Submission, the student will create an outline and bibliography for a hypothetical 8-Week/Module course curriculum for teaching the building of a strong worship team. The student’s bibliography must include a minimum of 15-20 references listed in current Turabian format. For each reference, a short rationale of no more than 2 sentences must be included that articulates why the reference is selected for the Capstone Project. Make sure to include Rory Noland’s The Worshiping Artist in the reference list. (Only 1 article taken from internet blogs or magazines is acceptable).

Capstone Project: Part 2

In preparation for the Capstone Project Final Submission, the student will create a Course Syllabus for his/her hypothetical 8-Week/Module course curriculum for teaching the building of a strong worship team. The student must include the following in his/her course syllabus: a course title, course description, Syllabus Level Outcomes, he/she must use their reference list as the required textbooks (including Rory Noland’s The Worshiping Artist), write assignments titles with a brief description (2 assignments per module) and provide an area reflecting course points distributed across a 1010 total using the template provided.

Capstone Project: Part 3

For this assignment, the student will use Rory Noland’s The Worshiping Artist: Equipping You and Your Ministry Team to Lead Others in Worship. The student will fully develop and write out his/her complete hypothetical 8-week/module curriculum for teaching the building of a strong worship team. The curriculum must be for 8-weeks/modules at the collegiate sophomore level audience. Each module/week must include an overview of the assignment, 3 to 5 learning outcomes related to each lesson (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for a 1-hour lesson, 2 assignments for student activity or discussion, a course syllabus (use template provided in the Assignment Instructions area), make practical application of the role of the worship leader in the life of a worship artist, worship band, or worship team. The student’s curriculum project must be no less than 30-50 pages and utilize a minimum of 15-20 scholarly resources such as books and scholarly articles including Rory Noland’s The Worshiping Artist. Only 1 article taken from internet blogs or magazines is acceptable.