Music Education

Share your passion for music with the next generation.

There is nothing more exciting than sharing your passion for something with someone else. As a music education major, you will have the opportunity to share your passion for music as you train the next generation of musicians. Only a few of your students will likely go on to gain prominence in professional realms, but many others will impact their churches and communities as choir directors, singers and instrumentalists.

The Music Education program is constructed to meet all requirements of the Tennessee State Department of Education for licensure to teach music in grades K-12. Licensure also requires successful completion of the Praxis II Assessments, including the SpecialtyArea test in Music, according to minimum scores set by the Tennessee State Department of Education.

Given the full range of professional training included in this program (in music, education, Biblical studies, and general education), you will need to plan for completion in five years, not four. This is not uncommon in music education, and the College’s program offers the added dimension of a Biblical perspective that serves to prepare the music teacher for an effective witness and ministry.

Program Details

38 hours of Arts and Sciences Core
30 hours of Theological Studies Core
44-47 hours of Music Core
27  hours of Professional Education Core

139 – Total credit hours

Sample Core Courses

MUS 4242. MUSIC METHODS AND MATERIALS – This course provides the music education student with an overview of the methods, materials, and philosophies used in elementary and secondary music programs with special attention to: the teaching concepts of Kodaly, Orr, Dalcroze, and Suzuki, curriculum needs for various age groups and music combinations, effectively implementing a choral/instrumental program.

EDU 2001. INTRODUCTION TO EDUCATION – An introduction to teaching as a life work and profession, and guidance in determining the personal qualifications and professional training necessary in elementary and secondary schools.

PSY/EDU 2102. EDUCATIONAL PSYCHOLOGY – Gives consideration to the learning experience in light of psychological findings, examining individual differences, hereditary and environmental factors, social characteristics, intelligence and testing. Emphasizes relationships between development and learning style, accommodating teaching strategies, and the use of technology in the learning environment. Includes a review of educational psychology in view of Biblical principles.

EDU/PSY 3801. TEACHING THE EXCEPTIONAL CHILD – An introduction to the characteristics of exceptional children, including the English Language Learner, in light of psychological findings, student achievement, and teacher observations based on experience and education. Examines current research on exceptionalities and means to determine educational needs. Surveys developmental characteristics, emotional and environmental stimuli and resultant  behavior, at-risk characteristics, and legal and educational requirements. Emphasizes learning styles and correlation to teaching strategy success, including techniques for the use of technology and classroom practices necessary for educating the exceptional learner in the regular classroom, focusing on optimum integration consistent with good educational application for all exceptionalities.