Help build a firm foundation for the next generation
As a K-12 Education student, your studies will prepare you to become certified by the State of Michigan to teach grades K-12 in music. Upon completion, you will also be eligible to apply for a secondary education certificate in additional majors or minors of your choice.
- Special Education Teacher
- Postsecondary Teacher
- Guidance Counselor
The average undergraduate student award is $16,603.
Learn about financial aidA degree in K-12 Education at CUAA offers you field experiences in both elementary and secondary schools. You will obtain a strong liberal arts education in a Christian setting as you prepare to apply for K-12 teaching positions in the church and community.
As a graduate of the K-12 Education program, you will step into the classroom with the knowledge needed to provide teaching that inspires students to learn. You will be able to evaluate and respond to different classroom, school, and community cultures and employ best practices accordingly.
As a music education major, you have the unique opportunity not only to take education courses, but also take intensive music instruction courses in theory and application. You will work closely with the Department of Music to fulfill those requirements.
- Music
Recommended for you (based on programs you’ve viewed)
- Ann Arbor
To obtain an initial teaching certification through the State of Michigan, the following requirements must be met:
- Passing scores on the Michigan Tests for Teacher Certification
- Documentation of achievement of program outcomes
- Training in first aid and CPR
- Professional conference attendance
- Completion of surveys
- Academic portfolio
Please see our course catalog for details.
Deadline for Program Completion
All requirements for program completion must be completed within two years of withdrawal from the university. Following that deadline, a candidate wishing to return and complete certification requirements must meet any new or changed program requirements.
MOECS
In order to receive certification in the State of Michigan, applicants must apply for certification on the new Michigan Online Educator Certification System. Forms and resources are available on the MOECS site.
Steps to Secure a State Teaching Certificate
- Complete all program requirements
- Submit a Request for Initial Teacher Certification to the School of Education's certification officer
- Apply for certification through MOECS
- The state sends the application to the certification officer to be verified
- When program completion and fulfillment of all requirements have been verified, the certification officer submits the university’s recommendation to the State Department of Education via MOECS
- The state sends the candidate an email that includes a link to pay the certification fee
- Create a Michigan Education Information System (MEIS) Account in the MOECS system
In keeping with Michigan’s Rule 101.1, if a candidate reports conviction for certain misdemeanors or felonies, details must be noted in the submitted recommendation for certification. Failure to accurately or honestly report convictions or current charges may serve as the basis for a denial of certification.
Deadline for Requesting Certification
Michigan stipulates a five-year window for submitting a recommendation for certification upon program completion. After that deadline, Concordia requires evidence of a minimum of ten additional credits of coursework directly related to the requested area(s) of certification. Ten or more years after program completion, a minimum of eighteen additional credits and evidence of 50 hours of appropriate clinical experiences are required.
Certification in Other States
Certification processes and requirements vary by state. Concordia strongly encourages all graduates to begin by securing a Michigan certificate, even if they do not intend to find a teaching job within the state.
Certification Renewal
Forms and resources are available on the MOECS site.
Undergraduate Application Steps
It’s time to help you become a Cardinal! Just follow these simple steps to complete your application.
For first-time freshman:
- Submit your online application
- Have your school send your official high school transcripts. Transcripts may be mailed or sent via a transcript processing service to:
Concordia University Ann Arbor
Admissions Office
4090 Geddes Rd
Ann Arbor, MI 48104 - Send your official ACT or SAT scores.
Scores on your high school transcript will be considered official. If your school does not put scores on transcripts, please contact ACT or College Board.
For transfer students:
- Submit your online application
- Submit official transcripts from all colleges/universities attended
*Transfer students with less than 60 college credits completed will also submit official high school transcripts. Students who have less than 30 college credits also need to submit official ACT or SAT scores. Scores on your high school transcript will be considered official.
Minimum Requirements
- A minimum GPA of a 2.5/4.0 (C average) or higher
- ACT composite of 18 or above
- SAT equivalent of 940 or higher for combined math and evidence-based reading and writing (for tests taken after March 2016).
*If your GPA or ACT score falls below the minimum for acceptance, your admissions counselor may ask you to retake the test or supply additional documents, such as an essay or letters of recommendation, to complete the application.
Required Academic Coursework in High School
A minimum of 16 units of high school (secondary school) work is required, of which at least 11 should be in basic liberal arts areas. Units should be distributed as follows:
- English: At least three units, but four are strongly recommended.
- Mathematics: Two units of college-prep math, preferably one each in Algebra and Geometry.
- Natural Science: Two units, preferably one each in Biology, Physics or Chemistry.
- Social Studies: Two units, preferably one each in world history and American history.
- Liberal Arts: Two units of the same foreign language or additional units in one or more of the other listed subjects or in fine arts.
- Other Electives: Five units from any area of academic study, but ideally from the areas listed above.
- German or Latin is recommended for pre-seminary students.
Brian Altevogt
Professor
Phone: (734) 995-7483
Email: brian.altevogt@cuaa.edu
Education
- DMA - Music Performance - Conducting, University of Michigan (2009)
John Boonenberg DMA
Assistant Professor
Office: Kreft K210
Phone: (734) 995-7482
Email: john.boonenberg@cuaa.edu
Education
- BM - Piano Performance, The University of Michigan (2007)
- MM - Piano Performance, The Juilliard School (2009)
- DMA - Music Performance, University of Michigan (2012)
Teaching Interests
- Parish Music, Worship Arts, Hymnody, Worship Arts Leadership, Music Theory, Music Theory, Piano
Kyle B. Chuhran Kyle Chuhran, Ed.D.
Assistant Professor
Office: Krieger KRI126
Phone: (734) 995-7397
Email: kyle.chuhran@cuaa.edu
Bio
Kyle Chuhran, Elementary Education Coordinator since 2014, holds an Ed.D degree in instructional leadership (CU-Portland). He has served in Lutheran schools since 1988.
Education
- EDD - Instructional Leadership, Concordia University, Portland (2020)
- MS - Education, Concordia University - Wisconsin (2008)
- BA - Secondary Education - Music, Concordia College, Ann Arbor (1988)
Research Interests
- Personality Influences on Teacher Effectiveness
- Teacher Attrition
Teaching Interests
- Education and Pedagogy
- Teaching Reading, Writing, and Literacy
Sara Clemm von Hohenberg Ph.D.
Coordinator - Teacher Certification Program for CUAA, Assistant Professor
Office: Krieger K125
Phone: (734) 995-7326
Email: sara.clemmvonhohenberg@cuaa.edu
Bio
Dr. Sara Clemm von Hohenberg serves as the Coordinator of Secondary Education as well as the Coordinator of the Masters of Science in Curriculum and Instruction with Secondary Teaching Certification. She teaches Foundations of Education, Differentiated Instruction, Content Area Reading and Child Development as well as online courses in the Masters program.
Education
- Ph D - Instructional Leadership, Northcentral University (2018)
- MA - Educational Leadership, Oakland University (2005)
- BA - Secondary Education, Western Michigan University (2002)
Research Interests
- Teacher Preparation Candidate Dispositions
- Professional Semester Experiences
Teaching Interests
- Instructional Methodology
- Foundational Education
William M. Perrine
Assistant Professor
Phone: (734) 995-7232
Email: william.perrine@cuaa.edu
Education
- Ph D - Music Education, Indiana University (2015)
- BA - Music Education, Transylvania University (1997)
- Wind Band Conducting, University of Nebraska-Lincoln (2004)
Contributions
- Perrine, W. (2019). In Loco Parentis and the Politicized Music Education Curriculum 27 (2, pp. 2). Philosophy of Music Education Review.
- Perrine, W. (2018). Proselytization and Popular Music: A Policy Framework for Religious Musical Expression in the Public Schools 118 (4, pp. 4). Arts Education Policy Review.
- Perrine, W. (2017). The Perils of Repressive Tolerance in Music Education Curriculum 16 (2, pp. 2). Action, Criticism, and Theory for Music Education.
- Perrine, W. (2017). Bauchman v. West High School Revisited: Religious Text and Context in Music Education 25 (2, pp. 2). Philosophy of Music Education Review.
- Perrine, W. (2016). The Rehearsal and Performance of Holiday Music: Philosophical Issues in Stratechuk v. Board of Education 24 (2, pp. 2). Philosophy of Music Education Review.
Presentations
- Perrine, W. (2020). When Activism Silences Musical Agency: Policy Contradictions in Populist Times. Paper. New Directions Conference: “Embracing Agency and Activism: Policy and the Future of Music Education". Lansing, MI.
- Perrine, W. (2018). Reclaiming Beauty for Music Education. Paper. 33rd ISME World Conference. Baku, Azerbaijan.
- Perrine, W. (2017). A Response to “Mapping the Mountain: An Open Model of Creativity in String Education.”. Paper. ISPME Symposium XI. Volos, Greece.
- Perrine, W. (2017). A Deepening Schism: Conflicts between Critical Pedagogy and the Wind Band. Paper. CBDNA National Conference. Kansas City, MO.
- Perrine, W. (2017). Music Education in the Thinking Chair: The Injustice of Classroom Advocacy . Paper. New Directions Conference: “Musicking equity: Enacting social justice through music education". Lansing, MI.
Research Interests
- Philosophy of Music Education
- Public Policy & Music Education
Teaching Interests
- Directing Instrumental Music
- Music Education
The core of K-12 Music Education embraces six themes central to student intellectual inquiry and growth. You have flexibility to maximize your interests and learning goals by selecting courses that have a direct impact on your professional program or planned career major.
Take a look at the curriculum designed for a K-12 Music Education Major: