Bachelor of Arts in Church Music
The Church Music program prepares students to create and lead music in a variety of styles for worship in church settings.
Combining passions for music, leadership, and Christian worship
As a part of our Lutheran heritage, Church Music is worth studying for the sake of teaching the faith. In what types of contexts can you do this, you ask? You might find yourself playing the liturgy or worship music, directing vocal choirs, working with the pastor to support the structure of the Divine Service, composing or arranging hymns and other works: The list goes on!
All courses offered face-to-face on Ann Arbor's campus.
The average undergraduate student award is $16,603.
Learn about financial aidScholarships of $1,500 are available to students to participate in a Concordia musical ensemble
Find out moreThe Church Music program consists of the standard music major with additional classes in church music. You may choose from either a Traditional or a Contemporary Track. You'll learn from practicing church musicians and have the opportunity to participate in contemporary or traditional worship, orchestra, band, and organ performances. You'll learn the art of leading congregation in song, direct student worship bands, choose theologically sound music, and work with a pastor to structure music in worship. Because of CUAA’s location, you will have access to a rich variety of musical events in the area.
A Church Music major also provides students with an option to serve the Church as church musicians. Graduates may be solemnly called to positions in congregations or recognized service organizations of the church, and may be eligible to be placed on The Lutheran Church – Missouri Synod roster with the designation “Minister of Religion Commissioned – Director of Parish Music.” Application to the Church Music major involves steps in addition to application to the university. To be placed on the roster, students must receive a call from a congregation.
Plan on dedicating significant energy to practicing in your primary area: organ, piano or voice on the Traditional track, or piano, guitar, or voice on the Contemporary Track. Regardless of your current skill level, we have experienced faculty available to help improve your technique in a one-on-one setting. General music elements of this program include composing and arranging, music history and theory, aural skills, and conducting. You’ll also focus on how music connects with the theological aspects of worship.
Recommended for you (based on programs you’ve viewed)
- Ann Arbor
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.
John Boonenberg
DMA
Associate Professor
Office: Kreft K210
Phone: (734) 995-7482

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
William M. Perrine
PhD - Music Education
Assistant Professor
Office: Kreft 233
Phone: (734) 995-7232

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. (2023). Beauty, Truth, and Power: Music Education in a Pluralistic Era. (1st ed.,pp. 372). New York NY: Peter Lang Publishing.
- Perrine, W. (2021). The Future of the Wind Band: Philosopher and Practitioner in Dialog. In William M. Perrine (Ed.), Chicago, IL: GIA Publications.
- Perrine, W. (2019). In Loco Parentis and the Politicized Music Education Curriculum. (2 ed.,vol. 27,pp. 171-191). Philosophy of Music Education Review.
- Perrine, W. (2018). Proselytization and Popular Music: A Policy Framework for Religious Musical Expression in the Public Schools. (4 ed.,vol. 118,pp. 1-10). Arts Education Policy Review.
- Perrine, W. (2017). The Perils of Repressive Tolerance in Music Education Curriculum. (2 ed.,vol. 16,pp. 6-38). Action, Criticism, and Theory for Music Education.
Presentations
- Perrine, W. (2023). Authority and its Abuses: Developing the Humane Conductor. Paper. CBDNA National Conference. Athens, GA.
- 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.
Research Interests
- Philosophy of Music Education
- Public Policy & Music Education
Teaching Interests
- Directing Instrumental Music
- Music Education