The academic catalog is currently being updated for the 2020-21 year. View the Catalog Archive to access the 2019-20 catalog as well as catalogs from previous years.
Barbara Bohach (Education department head), Jill Wilson (program director)
All completers of the Luther Teacher Education Program are eligible for a license to teach in Iowa. See the Luther College Education website for information regarding licensure in other states. For complete information regarding the education programs and licensure requirements at Luther, consult the Education Department website. Changes in Iowa state requirements appear periodically, so printed material may be out of date; the Education Department endeavors to keep the departmental website updated. Be sure to consult the Teacher Education Program Handbook. All students pursuing licensure in education must be aware that their course selections will have an impact on the length of their programs and their certification. For this reason, it is important that these students maintain regular contact with their education advisors and with the Education Department staff. It is imperative that secondary and K-12 students with advisors in other departments also seek regular consultation with the Education Department staff and faculty.
Important information for all students interested in the teacher education program:
To be licensed to teach, a student must successfully complete the education program at Luther College. There are three levels of approval within the Teacher Education Program: admission to teacher education, approval for the professional semester, and approval for licensure.
A. Admission to the Teacher Education Program (required before taking any courses at or above the 300-level)
B. Approval for the professional semester (student teaching)
All music education majors are required to have a practicum that includes students from diverse backgrounds and are required to student teach both at the elementary and secondary grade levels.
Approval by all program-area departments, and the Education Department.
C. Approval for licensure after completion of the teacher education program, professional semester, and graduation from Luther College.
Luther College prepares students to be eligible for licensure in the state of Iowa. Luther students are also eligible to receive a preliminary license in most states. All students must complete the Luther College program and meet the Iowa requirements, regardless of the state in which the student plans to eventually teach, in order to be approved for licensure. Check with the Education Department for your particular program. Each state regulates certification rules for teacher licensing. It is the student's responsibility to monitor the requirements for licensure outside of Iowa and discuss them with his or her advisor as necessary. These rules change often; therefore, for licensure outside Iowa, the best source for information is the state department of education website for your preferred state. See the link on our licensure page. Luther College program completion requirements are:
Required coursework: Completion of Luther College All-College requirements (including EDUC 185/EDUC 215 and PAID 450: Making Decisions in U.S. Schools), Music Correlatives, Education Correlatives, Professional Core, and at least one Concentration.
MUS 121, 122, 121L, 122L, 231, 231L, 244, 250, 332, 332L, 309 (Piano Proficiency), 345, 346, Music Ensemble Participation (6 semesters), Recital Requirement (1/2 Recital) and Recital Attendance Requirement (6 semesters) and 7 semesters of private lesson study in the student's major applied area. Writing in the major is completed with MUS 244 and 346 (37 credits).
EDUC 220, 221, and 379 (10 credits).
MUED 232, 361, 371, 470, 486 and MUED 490 (23 credits).
Students who wish to pursue a vocal music education concentration must additionally complete MUED 351, 372, 383, 386, and MUED 387, plus choose one from the following: MUED 384, 385, 388, 390, or MUED 391 (12 credits).
Students who wish to pursue instrumental music education with a band concentration must additionally complete MUED 255, 260, 265, 270, 275, 353, 384, 385, and MUED 390, plus MUED 383 or MUED 387 (20 credits).
Students who wish to pursue instrumental music education with an orchestral concentration must additionally complete MUED 255, 260, 265, 270, 275, 353, 388 and MUED 391, plus MUED 383 or MUED 387 (18 credits).
a. Additional criteria for applying for admission to the teacher education program (in Music Education): (Admission to the teacher education program is a prerequisite to enrolling in education courses above 300). See also general requirements for admission to the teacher education program.
b. Criteria for admission to the professional semester (student teaching): See also general requirements for admission to the professional semester.
View program learning goals for an explanation of learning outcomes in Music Education.
Students will learn the origins of music curriculum, and fundamentals of instructional planning. Student will converse with school music educators, and examine their own experiences as music learners to begin framing their teacher identity. Students will begin their teaching portfolio.
Methods and materials of teaching percussion instruments to elementary and secondary students. Includes knowledge of and proficiency with percussion instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching brass instruments to elementary and secondary students. Includes knowledge of and proficiency on brass instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching double reed instruments to elementary and secondary students. Includes knowledge of and proficiency on double reed instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching bowed string instruments (violin, viola, cello and double bass) to elementary and secondary students. Includes knowledge of and proficiency on string instruments, pedagogy, materials, assessment and grading for individual and small-group studio lessons. Required for instrumental music licensure.
Methods and materials of teaching these instruments to elementary and secondary students. Includes knowledge of and proficiency on these instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
A detailed study of rehearsal techniques, musical components and conducting expressiveness and effectiveness related to a choral rehearsal. Additional attention is given to a general choral repertoire survey and written self-evaluations. Strongly recommended for vocal performance music majors and required for vocal music education majors.
A study of advanced gesture technique as applied to instrumental rehearsal and performance. Additional attention is given to rehearsal techniques, score study, accompaniment, and performance practice.
This practicum is taken as part of the methods practicum sequence. Students work under the direction of a cooperating teacher and plan, teach, rehearse, and reflect on the teaching of music in a vocal/orchestra/band program at the elementary, middle/high school level. Course objectives are formulated from the core competencies of the teacher education program at Luther College.
Survey of the K-5 general music program. Study of the music student, content, materials, and methods of instruction. Includes Orff and Kodaly approaches, technology, and classroom management. This course provides practical experience in elementary general music methods through a teaching partnership with area schools. Required of all music education minors.
Study of the middle school learner and the content, materials, and methods of instruction in the middle school general music classroom. Includes technology and alternative ensembles as well as classroom management. Required of vocal music education minors only.
Study of the middle school learner in the choral classroom. Students learn choral literature, pedagogy with special emphasis on the changing voice, rehearsal planning, music literacy strategies, assessment, and rehearsal management techniques.
This course examines the high school and middle school marching band program. Included are studies in marching philosophies, program organization, administration and student recruitment and retention. Students experience marching band instrumentation, unique marching equipment, field topography, terminology, marching drill charting tools and basic drill drawing. This class included a practicum with a local high school marching band.
This course explores the purposes of jazz education, a history of jazz and jazz education, types of jazz ensembles, instrumentations, recruitment and audition methods for the jazz program. Students will lean fundamentals of improvisation and to play the instruments of the rhythm section.
Students learn physiology and pedagogy of the developing voice. Included in the curricula are planning, assessment, literature, music literacy, and grading. Students teach private and in-class voice lessons to secondary students.
Students learn choral literature, pedagogy, rehearsal techniques, rehearsal planning, music literacy strategies, assessment and grading, rehearsal management, and administration of a high school choral program.
A study of the organization, direction, and management of the beginning and middle school orchestra program. The course includes the curricula, pedagogy and assessment of the beginning and middle level school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction, and business management of the orchestra program. Laboratory hours include participation with area school orchestras.
This course explores formal wind ensembles including types, styles and instrumentation. Instrument transposition, maintenance and repair are studied as well as traditional set up, seating arrangements and ensemble voicings. Middle and high school band literature are studied, rehearsed and conducted with Luther ensembles.
A study of the organization, direction, and management of the orchestra program in public schools. The course includes the curricula, pedagogy and assessment of the high school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction, and business management of the orchestra program. Laboratory hours include participation with area school orchestras.
A study of the organization, direction and management of the school music program. This course includes business management aspects of a school music job from budgeting to creating handbooks, recruiting, publicity, and competitions to communicating with parents, colleagues and principals.
Observation and teaching in area schools. Student teaching experiences are offered in each of the following areas: elementary education, secondary education, and K-12 student teaching in music. Those who do 18 weeks of MUED 486 to meet the Wisconsin certification and additional licensure endorsements will register for 2 additional credits during January term.
This senior project option is open to seniors in the music education program only. Focus is on creation of a research-based Developing Portfolio.