Integrating Faith and Discipline in the Classroom 

And whatever you do in word or deed, do all in the name of the Lord Jesus, giving thanks through Him to God the Father.  Colossians 3:17

 
Here are ways that the CCMAL faculty integrate Faith and Discipline in their classes:
  1. Encouraging students to express prayer concerns or praise, then to offer prayer.
  2. Use of scripture verse on syllabi.
  3. Use of religious analysis as one of the critical approaches to literature.
  4. My personal attitude toward teaching and of service to students.
  5. I attempt to help students become better communicators so that they may become effective witnesses for the kingdom.  (Statement in syllabus under Course Objectives).
  6. I often choose literature that is based on Christian hymns.  When doing so, I spend time in singing the hymns and in discussing the text.
  7. I speak often to my private students regarding performing in church.  I relate my experience and how I approach the task of mental preparation.
  8. I often share and discuss articles written by Christians from a Christian world view perspective.
  9. We often have discussions regarding the role of instrumental music in the church and in music education.
  10. I print most of Psalms 150 on the top of each syllabus.
  11. In Directing and Acting class, I use optional texts, such as "The Heart of the Artist."
  12. In Introduction to Film, the text, "Reel Spirituality," is based on Neibur's "Christ and Culture."
  13. Theater History is rooted in worship and church.
  14.  Various in-class lectures, such as "Taking God's name in vain," or "Interaction of Art and Theology."
  15. In my Composition II classes, I teach Greek drama and show a video about theater in the time of Christ. 
  16. In the discussion of literature, I frequently incorporate dialogue along the lines of, "What if [this character] had known Christ?" or "What's lacking in the character's life?" or "What perspective does this poem give us about death?  Is it a Christian one?"  In other words, we often turn our discussions to spiritual issues.
  17. At times, I write a "Verse for the Day" on the board.
  18. Students often have an opportunity to discuss literature and religious issues in their writings.
  19. In my methods class, we talk a great deal about Christian ethics, modeling, etc., in the teaching profession.
  20. In my lectures, I refer to Christian examples, speeches, settings and motivations as ways to relate faith to my field.
  21. My discipline lends itself to a very natural integration with spiritual concepts and theological truths. (e.g., A good speaker often depends on the credibility gained through humility, joy and running the race to win [our earnest strength]).  I love drawing parallels between the communication theory and scripture.
  22. I read published prayers at the outset of classes.
  23. I use "seconds of prayer." 
  24. We talk about public prayer as communication.
  25. I use authors to teach or extend understanding.
  26. Test questions.
  27. Essay questions.
  28. Grammar through scripture.
  29. Scripture on tests.
  30. Connect lecture material to faith.
  31. In church music classes, everything we do relates faith and discipline.  In addition to occasionally beginning class with prayer requests and prayer, I also try to relate religious faith and its influence on the work of specific composers, such as  J.S. Bach or Johannes Brahms.
  32. Refer to biblical examples whenever the opportunity presents itself.
  33. Read Bible verses as a group activity.
  34. Emphasize how the curriculum of the class is important to Christian growth.
  35. In English classes, all writing is persuasive, therefore, language use is a key to witnessing.
  36. Comments about current events and how they go against God's commands. 
  37. Single comments about pitfalls, such as drinking wine.
  38. Discussing a Christian perspective of the arts:
    • historical influences (Christian artists, philosophers, musicians, doctrines, etc.)
    • divine order of the universe, including mathematical principles governing the physics of  music.
    • compare/contrast secular, humanistic trends with a Christian perspective.
    • encouraging students to express their love for God through an artistic medium     (compositions, arrangements, art projects, etc.)
  39.  Weekly devotional: each Monday there is a brief student-led devotional to start rehearsal. Students are encouraged to develop the devotional from music that the ensemble is currently working on.  This usually includes a prayer time.
  40. Text selection: I try to choose some anthems each semester with scripture-based or hymn-based texts.  Discussion of the text and reading of background scripture passages is incorporated into subsequent rehearsals.
  41. Discussion of text translations and meanings, especially when the student is preparing a "sacred" solo.
  42. Discussions of the vocal anatomy and physiology invariably lead to the conclusion that God designed an efficient and expressive vocal instrument.
  43. Class topics:
    • why does certain music sound more dissonant?
    • Relationship of the Christian to secular society, is it interaction or integration of faith and learning?
  44. Class discussions of a handout which lists philosophical, psychological, mathematical, and spiritual ideas and forces which have shaped and expanded or diminished our society.
  45. I often include in class discussion a commentary on how Christ might respond to a theory or practice a concept. 
  46. I provoke class discussion to cause reflection on religious presumptions that students have rarely questioned.
  47. In Intercultural Communication class I have an assignment where students must attend a worship service of a faith community different than their own.  It is designed to promote interfaith understanding and to allow students to better understand their own faith culture.
  48. In Small Group Communication we included a discussion about the concept of servant leadership where we spent time contrasting the behavior of Jesus with the CEO of Enron and other leaders who follow a market-driven model.
SBU is an accredited institutional member of the National Association of Schools of Music.