Bachelor of Arts in K-12 Music Education

This course is an overview of Christian theology intended to acquaint the student with key theological concepts as they relate to everyday life. This introductory course satisfies the core curriculum requirement for Christian doctrine for students who are not in a program that requires the enhanced church-work core.

This course is an overview of the Old Testament intended to acquaint the student with its background, content, and messages. This introductory course satisfies the core curriculum requirement for Bible content, but students who take it must also take REL 2020 New Testament elsewhere in their programs. It is required for students in a church-work program.

This course is a Christ-centered reflection on the great conversation between the leading minds of Western philosophy. Mindful of Paul’s admonition to avoid captivity to ideas contrary to Christ, and equipped with the tools of logic and worldview analysis, students engage the great ideas of ancient, medieval, modern, and contemporary philosophy. Along the way, students are trained to give clear definitions, to state worthwhile theses, and to defend them with cogent arguments. There is a particular emphasis on defending the merits of a biblical understanding of the world (apologetics), living a Christian life (ethics) and the relevance of philosophy (evaluating and applying worldviews) to our many vocations. This class is part of the Common Concordia Core required for all traditional students.

This course considers the fundamentals of giving speeches that are informative, persuasive, inspirational, or entertaining. Students learn to manage speech tension, use vocal variety, improve delivery, and organize and support effective presentations with research and visual aids.

This course is a critical examination of the forces that have shaped formal and informal education, especially as they affect American urban education. The course will review historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From this foundation, students will be encouraged to explore contemporary issues in American education as they consider their future roles in the teaching profession. This course will be taught with computer technology integrated throughout the course. This course serves as the first required professional course for teaching education students at Concordia University Wisconsin.

This course presents problem solving, structure and properties of the real number systems, number theory, principles of descriptive and inferential statistics, probability and geometry topics. Emphasis is on application to real life situations.

This course is an interaction laboratory course designed to help candidates improve their interpersonal relationship skills and acquire competence in facilitating human relations activities in the classroom. Candidates will examine their attitudes and values toward and improve their techniques in working with learners, parents, colleagues, and community and minority groups. This course serves as an introduction of human relations' components to education majors.

This course is a seminar for education majors who have obtained or are working toward obtaining Upper Division Status (UDS). UDS seminar orients students to required content knowledge exams, pre-student teaching, and completing degree requirements. Students should register for ED 2000 during the semester in which they plan to complete Portfolio II and apply for UDS.

This course explores theories of human development, learning, and motivation from a brain-based perspective. Students will be actively engaged in the learning process through a variety of assignments and activities including clinicals, presentations, reflections, and other experiences to enhance understanding and application of brain-based learning theory in the classroom. This course includes a field experience component.

This course covers research-based assessment strategies for determining both learner progress and instructional effectiveness. Both formative and summative assessments strategies will be created. Teacher candidates will learn fundamentals of assessment data analysis that will help inform next steps for instruction. Emphasis on appropriate feedback and means by which learners can implement that feedback to their continued learning will be taught. In addition, strategies for integrating academic language into assessment strategies will be covered. Taken concurrently with ED 4339.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is the capstone course of the education program, ideally taken just prior to student teaching. This course emphasizes key tenets of the profession: school law; ethics and judgment of educators, including conflict mediation and resolution; legal responsibilities of teachers; finding and securing a meaningful job, including the Call process to a Lutheran school; and ongoing professional development.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is the culminating portfolio presentation that provides verification that the teacher candidate has completed all Wisconsin licensure requirements at that time. Recognizing that reflective, concerned, and competent teachers develop from a multitude of unique abilities and experiences, Concordia’s teacher education program encourages the cultivation of unique, well-rounded teacher candidates. Since traditional evaluation procedures that focus on tests and grades fail to reveal the whole picture of the teacher education student, Concordia has instituted the portfolio process, which seeks to provide a more personal reflection of the unique abilities and accomplishments of each teacher education student. The final portfolio presentation provides evidence of the teacher candidate’s proficiency in and application of the Wisconsin Teaching Standards with artifacts from student teaching. The Wisconsin Department of Instruction can change license requirements in the future so students should consider applying for license shortly after receiving endorsement.
Prerequisite: minimum score of 01 in 'Upper Division Status'.

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

This course helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings. Note: Completion of Core theology courses is a requirement prior to taking this class.

This course is an overview of the historical background and major teachings of the documents of The Book of Concord, the confessions of the Evangelical Lutheran Church. Students will explore the confessional heritage of the Lutheran tradition as expressed in the ancient creeds and in confessions of the Lutheran Reformation, which serve as norm for contemporary teaching and practice among Lutherans and as a model for confessing the faith today.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

A Survey of Christian Thought examines how Christians have probed and presented the mystery and majesty of God's interaction with human beings, from early Christian writers to modern theologians. With a focus on close reading of primary sources, discussion, and writing, this course familiarizes students with some of the most influential thinkers of Christianity, allowing them to explore themes that have fascinated generations of Christians through the centuries.
Prerequisites: (REL 100, 1000, 201, 2010, 203 or 2020) and (REL 110, 204, 1100 or 2030).

Music Theory I enables students to explore musical concepts through analysis, sightsinging, aural training, and composition. Harmonic studies include primary chords in root position and cadential preparations.

Music Theory III is a continuation of Music Theory II with special emphasis on secondary functions, modulation, altered chords, and chromatic harmony.
Prerequisites: (MUS 241 or 1262).

Aural Theory I provides students with the knowledge to read at sight, notate, and improvise short musical examples.

Aural Theory III provides students with the knowledge to read at sight, notate, and improvise short musical examples.
Prerequisites: (MUS 247 or 1272).

This course introduces student musicians to the historical context of Western Music in relation to historically Non-Western Musics. It also traces the development of Non-Western cultures in developing idiomatic and geographical musics.

Music History II surveys the history of Western Civilization’s concert music from the Pre-Classical Period through the end of the Romantic Period (ca. 1900). Additionally, it introduces and explores the musical forms pertinent to the respective style periods, as well as their parallel correlations to the artistic, literary, architectural, and socio-economic aspects of general historical development.
Prerequisites: (MUS 241 or 1262).

Beginning Conducting presents the fundamental and working knowledge of rudimentary conducting principles including baton techniques, beat patterns, analytical skills, non-verbal expression and fundamental gesture. This course will also introduce some of the essential administrative duties germane to the ensemble director.
Prerequisites: (MUS 241 or 1262).

Techniques of Teaching Voice presents the tripartite nature of the singing instrument; focusing on the physiology of the laryngeal structure and its function, the mechanics of the breath apparatus as applied to the singing voice and most importantly, the relationship of mind and body. This course allows the student to gain practical experience in applying the concepts acquired in this course.

Techniques of Teaching Woodwinds includes instruction in the pedagogy of woodwind playing and teaching. This course will survey the art and practice of woodwind playing relative to flute, oboe, clarinet, and saxophone. This course is designed to prepare future music educators by emphasizing basic techniques in woodwind pedagogy for these instruments ranging from elementary to high school. This course is part of the K-12 instrumental core music education curriculum.

Techniques of Teaching Strings includes instruction in the pedagogy of string playing and teaching. This course will survey the art and practice of string playing relative to violin, viola, cello, and bass. This course is designed to prepare future music educators by emphasizing basic techniques in string pedagogy for these instruments from elementary to high school. This course is part of the K-12 instrumental music education curriculum.

This course covers philosophical foundations of music education, levels of objectives with emphasis and the program and instructional level, characteristics of children and adolescents relevant to teaching music, classroom and rehearsal management, and methods for teaching choral music to students in grades 6-12.
Prerequisite: minimum score of 01 in 'Upper Division Status'.