Advanced Seminar in Worship Studies – WRSP 997

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 04/29/2022

Course Description

This course focuses on a study of worship practices in the evangelical community in the 21st century and investigates current tools being used within worship ministries for leading a vocal team, choir, band, media, and tech ministry. The pedagogical aspect of this course encourages students to process and share learned information.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

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 the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. Therefore, the student is required to create a thread in response to the provided prompt. Each thread must be at least 450 words and demonstrate course-related knowledge. At least 4 citations from the course required material (Read & Watch items), or the Bible, in current Turabian format are required for each thread. In addition to the thread, the student is required to reply to at least 2 other classmates’ threads. Each reply must be at least 150 words and include at least 1 citation from the course required material (Read & Watch items), or the Bible, in current Turabian format. (MLOs A, B, C, E)

Ravenhill Devotional Assignment

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 include 1 or 2 points summarizing the main argument of the chapter.

Part 2: Once the student has completed Part 1, construct a pedagogical plan for teaching the “student” how to write a devotional. In this pedagogical plan supply an overview of the created assignment, 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.
(MLOs A, B, C, E)

Guinness Devotional Assignment

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 his/her “students.” This devotional needs to include 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 supply an overview of the created assignment, 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.
(MLOs A, B, C, E)

Maxwell Lesson Plan Assignment

Using John Maxwell’s, The 21 Irrefutable Laws of Leadership, the student will create a lesson teaching principles for team building. The lesson plan must account for a minimum of a 20-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 created assignment, 3 to 5 learning outcomes (using the verbs from the learning levels of Bloom’s Taxonomy - see course syllabus for examples), an outline for a 20-minute lesson, and 2 assignments for the “student’s” activity or discussion. (MLOs A, B, C, E)

4-MAT Book Review Assignment

The student will compose a 2-3 page paper in current Turabian format utilizing citations when necessary. The student will compare and contrast the pedagogical themes and methodologies using the 4-MAT Review Method. (MLOs C, D)

Pedagogical Assignment

For this assignment, the student will use Williamson’s God’s Singers 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,” or 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 teaching of tools and techniques in the Evangelical culture. Include 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 40-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 40-minute lesson, and 2 assignments for the “student’s” activity or discussion. (MLOs A, B, C, D, E)

Capstone Project: Outline & Bibliography Assignment

In preparation for the Capstone Project: Hypothetical Curriculum Assignment, the student will create an outline and bibliography for a hypothetical 8 module: week course curriculum for teaching the building of a strong worship team. The student’s bibliography must include a minimum of 12—15 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). (MLOs A, B, C, D, E)

Capstone Project: Course Syllabus Assignment

In preparation for the Capstone Project: Hypothetical Curriculum Assignment, the student will create a Course Syllabus for his/her hypothetical 8 module: week 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. (MLOs A, B, C, D, E)

Capstone Project: Hypothetical Curriculum Assignment

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 module: week curriculum for teaching the building of a strong worship team. The curriculum must be for 8 module: weeks at the collegiate sophomore audience level. 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 40-minute lesson, 2 assignments for student activity or discussion, a course syllabus (use template provided in the Assignment Instructions area), and 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 18-20 pages and utilize a minimum of 12-15 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. (MLOs A, B, C, D, E)