Music: K-5   (#7713010)

Version for Academic Year:
loading spinner
Export Print Create CMAP Create CMAP
The course was/will be terminated at the end of School Year 2018 - 2019

Course Standards

General Course Information and Notes

Version Description

Music K – 5 is an access course which is intended only for students with significant cognitive disabilities. Access courses are designed to provide tiered access to the general curriculum through three levels of access points (participatory, supported, and independent), which reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.


The purpose of this course is to enable students with disabilities to develop an awareness and appreciation for music. Music allows students to explore their world through listening, singing, moving and playing instruments. This stimulates the imagination and leads to innovation and creative risk-taking. As they develop basic skills, techniques and processes in music, they strengthen music vocabulary and music literacy, as well as their ability to remember, focus on, process and sequence information. As students sing, play, move and create together, they develop the foundation for important skills such as teamwork, acceptance, respect and responsibility.

General Information

Course Number: 7713010
Course Path:
Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: MUS: K-5
Course Length: Year (Y)
Course Status: Terminated

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Once Upon a Retelling:

Identify and retell the main elements of a story in this interactive tutorial. Join Walter Wolf to find the characters, setting, and major events in his favorite story, The Three Little Pigs, and retell what happened at the beginning, middle, and end of the story.

Type: Original Student Tutorial

Exploring Fables:

Recount the important details using story elements and determine the central message, lesson, or moral of the fable in this interactive tutorial.

Type: Original Student Tutorial

Exploring for Details:

Learn how to identify relevant details in informational texts to answer questions and use text evidence to support your answers with this interactive tutorial. You can also practice making inferences based on the relevant details.

Type: Original Student Tutorial

Video/Audio/Animation

Pitch:

The students will watch a short video showing how different pitches are made.

Type: Video/Audio/Animation

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.
SC.K.P.10.1 Observe that things that make sound vibrate.
Access Points
  • SC.K.P.10.In.a Identify objects that create specific sounds.
  • SC.K.P.10.Su.a Match sounds to specific objects.
  • SC.K.P.10.Pa.a Recognize and respond to common sounds.

MU.K.C.1.1: Respond to music from various sound sources to show awareness of steady beat,
Access Points:
  • MU.K.C.1.In.a Demonstrate awareness of a steady beat or pulse.
  • MU.K.C.1.In.b. Recognize selected sounds from various sound sources.
  • MU.K.C.1.In.c Distinguish between singing, speaking, and whispering voices.
  • MU.K.C.1.Su.a Respond to music from various sources.
  • MU.K.C.1.Su.b Respond to a variety of sounds from various sound sources.
  • MU.K.C.1.Su.c Explore sounds from various sound sources.
  • MU.K.C.1.Pa.a Attend to sounds from various sources.

MU.K.C.1.2: Identify various sounds in a piece of music.
Access Points:
  • MU.K.C.1.In.a Demonstrate awareness of a steady beat or pulse.
  • MU.K.C.1.In.b. Recognize selected sounds from various sound sources.
  • MU.K.C.1.In.c Distinguish between singing, speaking, and whispering voices.
  • MU.K.C.1.Su.a Respond to music from various sources.
  • MU.K.C.1.Su.b Respond to a variety of sounds from various sound sources.
  • MU.K.C.1.Su.c Explore sounds from various sound sources.
  • MU.K.C.1.Pa.a Attend to sounds from various sources.

MU.K.C.1.3: Identify, visually and aurally, pitched and unpitched classroom instruments.
Access Points:
  • MU.K.C.1.In.a Demonstrate awareness of a steady beat or pulse.
  • MU.K.C.1.In.b. Recognize selected sounds from various sound sources.
  • MU.K.C.1.In.c Distinguish between singing, speaking, and whispering voices.
  • MU.K.C.1.Su.a Respond to music from various sources.
  • MU.K.C.1.Su.b Respond to a variety of sounds from various sound sources.
  • MU.K.C.1.Su.c Explore sounds from various sound sources.
  • MU.K.C.1.Pa.a Attend to sounds from various sources.
MU.K.C.1.4: Identify singing, speaking, and whispering voices.
Access Points:
  • MU.K.C.1.In.a Demonstrate awareness of a steady beat or pulse.
  • MU.K.C.1.In.b. Recognize selected sounds from various sound sources.
  • MU.K.C.1.In.c Distinguish between singing, speaking, and whispering voices.
  • MU.K.C.1.Su.a Respond to music from various sources.
  • MU.K.C.1.Su.b Respond to a variety of sounds from various sound sources.
  • MU.K.C.1.Su.c Explore sounds from various sound sources.
  • MU.K.C.1.Pa.a Attend to sounds from various sources.
MU.K.C.2.1: Identify similarities and/or differences in a performance.
Access Points:
  • MU.K.C.2.In.a Explore different performances of familiar songs.
  • MU.K.C.2.Su.a Respond to performances of familiar songs.
  • MU.K.C.2.Pa.a Attend to performances of familiar songs.
MU.K.C.3.1: Share opinions about selected pieces of music.
Access Points:
  • MU.K.C.3.In.a Identify preferred musical examples.
  • MU.K.C.3.Su.a Respond to a variety of music.
  • MU.K.C.3.Pa.a Attend to a variety of music.
MU.K.H.1.1: Respond to music from diverse cultures through singing and movement.
Access Points:
  • MU.K.H.1.In.a Respond to music from a variety of cultures and musical periods.
  • MU.K.H.1.Su.a Explore music from a variety of cultures and musical periods.
  • MU.K.H.1.Pa.a Attend to music from a variety of cultures and musical periods.
MU.K.H.2.1: Respond to and/or perform folk music of American cultural sub-groups.
Access Points:
  • MU.K.H.2.In.a Respond to music of American cultural sub-groups.
  • MU.K.H.2.Su.a Explore music of American cultural sub-groups.
  • MU.K.H.2.Pa.a Attend to music of American cultural sub-groups.
MU.K.H.3.1: Perform simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.
Access Points:
  • MU.K.H.3.In.a Respond to simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.
  • MU.K.H.3.Su.a Explore simple songs finger plays, and rhymes to experience connections among music, language, and numbers.
  • MU.K.H.3.Pa.a Attend to simple songs, finger plays, and rhymes to experience connections among music, language, and numbers.
MU.K.O.1.2: Identify similarities and differences in melodic phrases and/or rhythm patterns.
Access Points:
  • MU.K.O.1.In.a Demonstrate awareness of beat and rhythm.
  • MU.K.O.1.Su.a Explore a variety of music.
  • MU.K.O.1.Su.b Respond to a variety of music.
  • MU.K.O.1.Pa.a Attend to a variety of music.
MU.K.O.3.1: Respond to music to demonstrate how it makes one feel.
Access Points:
  • MU.K.O.3.In.a Demonstrate awareness of beat and rhythm.
  • MU.K.O.3.Su.a Explore a variety of music.
  • MU.K.O.3.Pa.a Attend to a variety of music.
MU.K.S.1.1: Improvise a response to a musical question sung or played by someone else.
Access Points:
  • MU.K.S.1.In.a Respond to simple vocal or instrumental patterns or songs.
  • MU.K.S.1.Su.a Explore simple vocal or instrumental patterns or songs.
  • MU.K.S.1.Pa.a Attend to simple vocal or instrumental patterns or songs.
MU.K.S.2.1: Sing or play songs from memory.
Access Points:
  • MU.K.S.2.In.a Sing or play songs from a model.
  • MU.K.S.2.Su.a Explore familiar songs.
  • MU.K.S.2.Pa.a Attend to familiar songs.
MU.K.S.3.1: Sing songs of limited range appropriate to the young child and use the head voice.
Access Points:
  • MU.K.S.3.In.a Sing or play songs from a model.
  • MU.K.S.3.Su.a Explore familiar songs.
  • MU.K.S.3.Pa.a Attend to familiar songs.
MU.K.S.3.2: Perform simple songs and accompaniments.
Access Points:
  • MU.K.S.3.In.a Sing or play songs from a model.
  • MU.K.S.3.Su.a Explore familiar songs.
  • MU.K.S.3.Pa.a Attend to familiar songs.
MU.K.S.3.3: Match pitches in a song or musical phrase in one or more keys.
Access Points:
  • MU.K.S.3.In.a Sing or play songs from a model.
  • MU.K.S.3.Su.a Explore familiar songs.
  • MU.K.S.3.Pa.a Attend to familiar songs.
MU.K.S.3.4: Imitate simple rhythm patterns played by the teacher or a peer.
Access Points:
  • MU.K.S.3.In.a Sing or play songs from a model.
  • MU.K.S.3.Su.a Explore familiar songs.
  • MU.K.S.3.Pa.a Attend to familiar songs.
MU.1.C.1.1: Respond to specific, teacher-selected musical characteristics in a song or instrumental piece.
Access Points:
  • MU.1.C.1.In.a Recognize teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.In.b Distinguish between pitched and unpitched classroom instruments.
  • MU.1.C.1.In.c Distinguish between instrumental music and vocal music.
  • MU.1.C.1.Su.a Attend to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.Su.b Recognize differences in pitch.
  • MU.1.C.1.Pa.a Explore sounds from various sound sources.
MU.1.C.1.2: Respond to music from various sound sources to show awareness of differences in musical ideas.
Access Points:
  • MU.1.C.1.In.a Recognize teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.In.b Distinguish between pitched and unpitched classroom instruments.
  • MU.1.C.1.In.c Distinguish between instrumental music and vocal music.
  • MU.1.C.1.Su.a Attend to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.Su.b Recognize differences in pitch.
  • MU.1.C.1.Pa.a Explore sounds from various sound sources.
MU.1.C.1.3: Classify instruments into pitched and unpitched percussion families.
Access Points:
  • MU.1.C.1.In.a Recognize teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.In.b Distinguish between pitched and unpitched classroom instruments.
  • MU.1.C.1.In.c Distinguish between instrumental music and vocal music.
  • MU.1.C.1.Su.a Attend to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.Su.b Recognize differences in pitch.
  • MU.1.C.1.Pa.a Explore sounds from various sound sources.
MU.1.C.1.4:Differentiate between music performed by one singer and music performed by a group of singers.
Access Points:
  • MU.1.C.1.In.a Recognize teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.In.b Distinguish between pitched and unpitched classroom instruments.
  • MU.1.C.1.In.c Distinguish between instrumental music and vocal music.
  • MU.1.C.1.Su.a Attend to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.1.C.1.Su.b Recognize differences in pitch.
  • MU.1.C.1.Pa.a Explore sounds from various sound sources.
MU.1.C.2.1: Identify the similarities and differences between two performances of a familiar song.
Access Points:
  • MU.1.C.2.In.a Recognize similarities and/or differences between two performances of a familiar song.
  • MU.1.C.2.Su.a Explore different performances of familiar songs.
  • MU.1.C.2.Pa.a Explore a variety of familiar songs.
MU.1.C.3.1: Share different thoughts or feelings people have about selected pieces of music.
Access Points:
  • MU.1.C.3.In.a Express an opinion about selected pieces of music.
  • MU.1.C.3.Su.a Select preferred musical examples.
  • MU.1.C.3.Pa.a Explore a variety of music.
MU.1.F.1.1: Create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.
Access Points:
  • MU.1.F.1.In.a Imitate a variety of sounds or movements using props, instruments, and/or found sounds.
  • MU.1.F.1.Su.a Explore a variety of sounds or movements using props, instruments, and/or found sounds.
  • MU.1.F.1.Pa.a Attend to a variety of sounds or movements using props, instruments, and/or found sounds.
MU.1.F.2.1: Describe how he or she likes to participate in music.
Access Points:
  • MU.1.F.2.In.a Identify preferred ways to participate in music.
  • MU.1.F.2.Su.a Explore a variety of ways to participate in music.
  • MU.1.F.2.Pa.a Attend to a variety of ways of participating in music.
MU.1.F.3.1: Demonstrate appropriate manners and teamwork necessary for success in a music classroom.
Access Points:
  • MU.1.F.3.In.a Contribute to collaborative tasks related to music.
  • MU.1.F.3.Su.a Cooperate in classroom and play activities.
  • MU.1.F.3.Pa.a Attend to tasks related to music.
MU.1.H.1.1: Perform simple songs, dances, and musical games from a variety of cultures.
Access Points:
  • MU.1.H.1.In.a Respond to simple songs, dances, and musical games from a variety of cultures.
  • MU.1.H.1.Su.a Explore simple songs, dances, and musical games from a variety of cultures.
  • MU.1.H.1.Pa.a Attend to simple songs, dances, and musical games from a variety of cultures.
MU.1.O.1.1: Respond to contrasts in music as a foundation for understanding structure.
Access Points:
  • MU.1.O.1.In.a Recognize contrasts in music as a foundation for understanding structure.
  • MU.1.O.1.In.b Imitate patterns of a simple, four measure song or speech piece.
  • MU.1.O.1.Su.a Recognize a contrast in music as a foundation for understanding structure.
  • MU.1.O.1.Su.b Demonstrate awareness of beat or rhythm.
  • MU.1.O.1.Pa.a Explore a variety of music.
MU.1.O.1.2: Identify patterns of a simple, four-measure song or speech piece.
Access Points:
  • MU.1.O.1.In.a Recognize contrasts in music as a foundation for understanding structure.
  • MU.1.O.1.In.b Imitate patterns of a simple, four measure song or speech piece.
  • MU.1.O.1.Su.a Recognize a contrast in music as a foundation for understanding structure.
  • MU.1.O.1.Su.b Demonstrate awareness of beat or rhythm.
  • MU.1.O.1.Pa.a Explore a variety of music.
MU.1.O.3.1: Respond to changes in tempo and/or dynamics within musical examples.
Access Points:
  • MU.1.O.3.In.a Demonstrate awareness of changes in tempo and/or dynamics within musical examples.
  • MU.1.O.3.Su.a Respond to a variety of music.
  • MU.1.O.3.Pa.a Explore a variety of music.
MU.1.S.1.1: Improvise a four-beat response to a musical question sung or played by someone else.
Access Points:
  • MU.1.S.1.In.a Imitate simple vocal or instrumental musical patterns or songs.
  • MU.1.S.1.Su.a Respond to simple vocal or instrumental patterns or songs.
  • MU.1.S.1.Pa.a Explore simple vocal or instrumental patterns or songs.
MU.1.S.1.2: Create short melodic and rhythmic patterns based on teacher-established guidelines.
Access Points:
  • MU.1.S.1.In.a Imitate simple vocal or instrumental musical patterns or songs.
  • MU.1.S.1.Su.a Respond to simple vocal or instrumental patterns or songs.
  • MU.1.S.1.Pa.a Explore simple vocal or instrumental patterns or songs.
MU.1.S.2.1: Sing or play songs, which may include changes in verses or repeats, from memory.
Access Points:
  • MU.1.S.2.In.a Sing or play songs from a model, including changes in verses or repeats.
  • MU.1.S.2.Su.a Respond to familiar songs.
  • MU.1.S.2.Pa.a Explore familiar songs.
MU.1.S.3.1: Sing simple songs in a group, using head voice and maintaining pitch.
Access Points:
  • MU.1.S.3.In.a Sing or play songs from memory.
  • MU.1.S.3.In.b Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.
  • MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Su.a Sing or play songs from a model.
  • MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Su.c Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Pa.a Respond to familiar songs.
  • MU.1.S.3.Pa.b Explore simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Pa.c Explore traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
MU.1.S.3.2: Play three- to five-note melodies and/or accompaniments on classroom instruments.
Access Points:
  • MU.1.S.3.In.a Sing or play songs from memory.
  • MU.1.S.3.In.b Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.
  • MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Su.a Sing or play songs from a model.
  • MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Su.c Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Pa.a Respond to familiar songs.
  • MU.1.S.3.Pa.b Explore simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Pa.c Explore traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
MU.1.S.3.3: Sing simple la-sol-mi patterns at sight.
Access Points:
  • MU.1.S.3.In.a Sing or play songs from memory.
  • MU.1.S.3.In.b Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.
  • MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Su.a Sing or play songs from a model.
  • MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Su.c Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Pa.a Respond to familiar songs.
  • MU.1.S.3.Pa.b Explore simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Pa.c Explore traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
MU.1.S.3.4: Match simple aural rhythm patterns in duple meter with written patterns.
Access Points:
  • MU.1.S.3.In.a Sing or play songs from memory.
  • MU.1.S.3.In.b Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.
  • MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Su.a Sing or play songs from a model.
  • MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Su.c Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Pa.a Respond to familiar songs.
  • MU.1.S.3.Pa.b Explore simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Pa.c Explore traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
MU.1.S.3.5: Show visual representation of simple melodic patterns performed by the teacher or a peer.
Access Points:
  • MU.1.S.3.In.a Sing or play songs from memory.
  • MU.1.S.3.In.b Imitate simple vocal or instrumental patterns and/or accompaniments on classroom instruments.
  • MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Su.a Sing or play songs from a model.
  • MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Su.c Respond to traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.
  • MU.1.S.3.Pa.a Respond to familiar songs.
  • MU.1.S.3.Pa.b Explore simple vocal or instrumental patterns and/or accompaniments.
  • MU.1.S.3.Pa.c Explore traditional or nontraditional representations of simple melodic patterns performed by the teacher or a peer.
MU.2.C.1.1: Identify appropriate listening skills for learning about musical examples selected by the teacher.
Access Points:
  • MU.2.C.1.In.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.2.C.1.In.b Respond to a musical work in a variety of ways.
  • MU.2.C.1.In.c Identify a variety of unpitched instruments.
  • MU.2.C.1.Su.a Recognize a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Su.b Respond to a musical work.
  • MU.2.C.1.Su.c Explore unpitched classroom instruments.
  • MU.2.C.1.Pa.a Attend to a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Pa.b Explore a variety of music.
  • MU.2.C.1.Pa.c Explore differences in pitch.
MU.2.C.1.2: Respond to a piece of music and discuss individual interpretations.
Access Points:
  • MU.2.C.1.In.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.2.C.1.In.b Respond to a musical work in a variety of ways.
  • MU.2.C.1.In.c Identify a variety of unpitched instruments.
  • MU.2.C.1.Su.a Recognize a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Su.b Respond to a musical work.
  • MU.2.C.1.Su.c Explore unpitched classroom instruments.
  • MU.2.C.1.Pa.a Attend to a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Pa.b Explore a variety of music.
  • MU.2.C.1.Pa.c Explore differences in pitch.
MU.2.C.1.3: Classify unpitched instruments into metals, membranes, shakers, and wooden categories.
Access Points:
  • MU.2.C.1.In.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.2.C.1.In.b Respond to a musical work in a variety of ways.
  • MU.2.C.1.In.c Identify a variety of unpitched instruments.
  • MU.2.C.1.Su.a Recognize a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Su.b Respond to a musical work.
  • MU.2.C.1.Su.c Explore unpitched classroom instruments.
  • MU.2.C.1.Pa.a Attend to a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Pa.b Explore a variety of music.
  • MU.2.C.1.Pa.c Explore differences in pitch.
MU.2.C.1.4: Identify child, adult male, and adult female voices by timbre.
Access Points:
  • MU.2.C.1.In.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.2.C.1.In.b Respond to a musical work in a variety of ways.
  • MU.2.C.1.In.c Identify a variety of unpitched instruments.
  • MU.2.C.1.Su.a Recognize a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Su.b Respond to a musical work.
  • MU.2.C.1.Su.c Explore unpitched classroom instruments.
  • MU.2.C.1.Pa.a Attend to a teacher selected musical characteristic in a song or instrumental piece.
  • MU.2.C.1.Pa.b Explore a variety of music.
  • MU.2.C.1.Pa.c Explore differences in pitch.
MU.2.C.2.1: Identify strengths and needs in classroom performances of familiar songs.
Access Points:
  • MU.2.C.2.In.a Identify preferred and non-preferred performances of familiar songs.
  • MU.2.C.2.Su.a Select preferred performances of familiar songs.
  • MU.2.C.2.Pa.a Respond to performances of familiar songs.
MU.2.C.3.1: Discuss why musical characteristics are important when forming and discussing opinions about music.
Access Points:
  • MU.2.C.3.In.a Recognize characteristics of a variety of music.
  • MU.2.C.3.Su.a Respond to a variety of music characteristics.
  • MU.2.C.3.Pa.a Attend to a variety of music characteristics.
MU.2.F.1.1: Create a musical performance that brings a story or poem to life.
Access Points:
  • MU.2.F.1.In.a Create, interpret, or respond to a musical performance that brings a story or poem to life.
  • MU.2.F.1.Su.a Imitate sounds or movements that represent a story character, setting, or theme.
  • MU.2.F.1.Pa.a Explore a variety of sounds and movements that represent a story character, setting, or theme.
MU.2.F.2.1: Describe how people participate in music.
Access Points:
  • MU.2.F.2.In.a Identify a variety of ways people participate in music.
  • MU.2.F.2.Su.a Recognize different ways people participate in music.
  • MU.2.F.2.Pa.a Explore different ways people participate in music.
MU.2.F.3.1: Collaborate with others in a music presentation and discuss what was successful and what could be improved.
Access Points:
  • MU.2.F.3.In.a Demonstrate a variety of collaborative skills.
  • MU.2.F.3.Su.a Demonstrate a collaborative skill.
  • MU.2.F.3.Pa.a Contribute to a class musical performance.
MU.2.H.1.1: Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.
Access Points:
  • MU.2.H.1.In.a Imitate songs, games, dances, and simple instrumental accompaniments from a variety of cultures.
  • MU.2.H.1.Su.a Imitate songs, games, and dances from a variety of cultures.
  • MU.2.H.1.Pa.a Explore simple songs, dances, and musical games from a variety of cultures.
MU.2.H.1.2: Identify the primary differences between composed and folk music.
Access Points:
  • MU.2.H.1.In.a Imitate songs, games, dances, and simple instrumental accompaniments from a variety of cultures.
  • MU.2.H.1.Su.a Imitate songs, games, and dances from a variety of cultures.
  • MU.2.H.1.Pa.a Explore simple songs, dances, and musical games from a variety of cultures.
MU.2.H.2.1: Discuss how music is used for celebrations in American and other cultures.
Access Points:
  • MU.2.H.2.In.a Identify music used for celebrations in American and other cultures.
  • MU.2.H.2.Su.a Match musical examples to their function.
  • MU.2.H.2.Pa.a Explore music used for celebrations in American and other cultures.
MU.2.H.3.1: Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts.
Access Points:
  • MU.2.H.3.In.a Recognize the use of patterns in music to gain a foundation for exploring patterns in other contexts.
  • MU.2.H.3.Su.a Explore the use of patterns in music to gain a foundation for exploring patterns in other contexts.
  • MU.2.H.3.Pa.a Explore the use of instruments and vocal sounds.
MU.2.O.1.1: Identify basic elements of music in a song or instrumental excerpt.
Access Points:
  • MU.2.O.1.In.a Recognize basic elements of music in a song or instrumental excerpt.
  • MU.2.O.1.In.b Identify similarities and differences in melodic phrases and/or rhythm patterns.
  • MU.2.O.1.Su.a Demonstrate awareness of beat and rhythm.
  • MU.2.O.1.Pa.a Respond to a variety of music.
MU.2.O.1.2: Identify the form of a simple piece of music.
Access Points:
  • MU.2.O.1.In.a Recognize basic elements of music in a song or instrumental excerpt.
  • MU.2.O.1.In.b Identify similarities and differences in melodic phrases and/or rhythm patterns.
  • MU.2.O.1.Su.a Demonstrate awareness of beat and rhythm.
  • MU.2.O.1.Pa.a Respond to a variety of music.
MU.2.O.3.1: Describe changes in tempo and dynamics within a musical work.
Access Points:
  • MU.2.O.3.In.a Respond to music to demonstrate how it makes one feel.
  • MU.2.O.3.Su.a Demonstrate awareness of beat and rhythm.
  • MU.2.O.3.Pa.a Explore a variety of music.
MU.2.S.1.1: Improvise short phrases in response to a given musical question.
Access Points:
  • MU.2.S.1.In.a Perform simple vocal or instrumental musical patterns or songs.
  • MU.2.S.1.Su.a Imitate simple vocal or instrumental patterns or songs.
  • MU.2.S.1.Pa.a Respond to a variety of simple vocal or instrumental patterns or songs.
MU.2.S.1.2: Create simple ostinati to accompany songs or poems.
Access Points:
  • MU.2.S.1.In.a Perform simple vocal or instrumental musical patterns or songs.
  • MU.2.S.1.Su.a Imitate simple vocal or instrumental patterns or songs.
  • MU.2.S.1.Pa.a Respond to a variety of simple vocal or instrumental patterns or songs.
MU.2.S.2.1: Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.
Access Points:
  • MU.2.S.2.In.a Sing or play songs from memory.
  • MU.2.S.2.Su.a Sing or play songs from a model.
  • MU.2.S.2.Pa.a Respond to familiar songs.
MU.2.S.3.1: Sing songs in an appropriate range, using head voice and maintaining pitch.
Access Points:
  • MU.2.S.3.In.a Sing songs of limited range using the head voice.
  • MU.2.S.3.In.b Perform simple songs and accompaniments.
  • MU.2.S.3.In.c Sing simple la-sol-mi-do patterns from a model.
  • MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Su.a Sing or play songs from a model.
  • MU.2.S.3.Su.b Imitate visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Pa.a Explore familiar songs.
  • MU.2.S.3.Pa.b Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
MU.2.S.3.2: Play simple melodies and/or accompaniments on classroom instruments.
Access Points:
  • MU.2.S.3.In.a Sing songs of limited range using the head voice.
  • MU.2.S.3.In.b Perform simple songs and accompaniments.
  • MU.2.S.3.In.c Sing simple la-sol-mi-do patterns from a model.
  • MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Su.a Sing or play songs from a model.
  • MU.2.S.3.Su.b Imitate visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Pa.a Explore familiar songs.
  • MU.2.S.3.Pa.b Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
MU.2.S.3.3: Sing simple la-sol-mi-do patterns at sight.
Access Points:
  • MU.2.S.3.In.a Sing songs of limited range using the head voice.
  • MU.2.S.3.In.b Perform simple songs and accompaniments.
  • MU.2.S.3.In.c Sing simple la-sol-mi-do patterns from a model.
  • MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Su.a Sing or play songs from a model.
  • MU.2.S.3.Su.b Imitate visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Pa.a Explore familiar songs.
  • MU.2.S.3.Pa.b Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
MU.2.S.3.4: Compare aural melodic patterns with written patterns to determine whether they are the same or different.
Access Points:
  • MU.2.S.3.In.a Sing songs of limited range using the head voice.
  • MU.2.S.3.In.b Perform simple songs and accompaniments.
  • MU.2.S.3.In.c Sing simple la-sol-mi-do patterns from a model.
  • MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Su.a Sing or play songs from a model.
  • MU.2.S.3.Su.b Imitate visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Pa.a Explore familiar songs.
  • MU.2.S.3.Pa.b Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
MU.2.S.3.5: Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.
Access Points:
  • MU.2.S.3.In.a Sing songs of limited range using the head voice.
  • MU.2.S.3.In.b Perform simple songs and accompaniments.
  • MU.2.S.3.In.c Sing simple la-sol-mi-do patterns from a model.
  • MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Su.a Sing or play songs from a model.
  • MU.2.S.3.Su.b Imitate visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
  • MU.2.S.3.Pa.a Explore familiar songs.
  • MU.2.S.3.Pa.b Recognize visual, gestural, or traditional representation of simple melodic patterns performed by the teacher or a peer.
VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.
Access Points:
  • VA.3.H.1.In.a Identify common characteristics in works of art from selected cultures and times.
  • VA.3.H.1.In.b Identify reasons for respecting the work of others.
  • VA.3.H.1.Su.a Recognize common characteristics in works of art from selected cultures and times.
  • VA.3.H.1.Su.b Follow directions for suitable behavior in an art audience.
  • VA.3.H.1.Pa.a Recognize a common characteristic in selected works of art.
  • VA.3.H.1.Pa.b Respond respectfully to the artwork of others.
MU.3.C.1.1: Describe listening skills and how they support appreciation of musical works.
Access Points:
  • MU.3.C.1.In.a Use a variety of teacher-selected sensory skills to recognize specified musical characteristics.
  • MU.3.C.1.In.b Respond to musical work in a variety of ways to show awareness of differences in musical ideas.
  • MU.3.C.1.In.c Identify a variety of orchestral and band instruments.
  • MU.3.C.1.In.d Differentiate between music performed by one singer or in unison, and music performed by a group of singers.
  • MU.3.C.1.Su.a Recognize a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.b Respond to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.c Recognize selected orchestral and band instruments.
  • MU.3.C.1.Su.d Distinguish between music and song.
  • MU.3.C.1.Pa.a Explore a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Pa.b Attend using senses to a variety of orchestral and band instruments.
MU.3.C.1.2: Respond to a musical work in a variety of ways and compare individual interpretations.
Access Points:
  • MU.3.C.1.In.a Use a variety of teacher-selected sensory skills to recognize specified musical characteristics.
  • MU.3.C.1.In.b Respond to musical work in a variety of ways to show awareness of differences in musical ideas.
  • MU.3.C.1.In.c Identify a variety of orchestral and band instruments.
  • MU.3.C.1.In.d Differentiate between music performed by one singer or in unison, and music performed by a group of singers.
  • MU.3.C.1.Su.a Recognize a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.b Respond to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.c Recognize selected orchestral and band instruments.
  • MU.3.C.1.Su.d Distinguish between music and song.
  • MU.3.C.1.Pa.a Explore a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Pa.b Attend using senses to a variety of orchestral and band instruments.
MU.3.C.1.3: Identify families of orchestral and band instruments.
Access Points:
  • MU.3.C.1.In.a Use a variety of teacher-selected sensory skills to recognize specified musical characteristics.
  • MU.3.C.1.In.b Respond to musical work in a variety of ways to show awareness of differences in musical ideas.
  • MU.3.C.1.In.c Identify a variety of orchestral and band instruments.
  • MU.3.C.1.In.d Differentiate between music performed by one singer or in unison, and music performed by a group of singers.
  • MU.3.C.1.Su.a Recognize a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.b Respond to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.c Recognize selected orchestral and band instruments.
  • MU.3.C.1.Su.d Distinguish between music and song.
  • MU.3.C.1.Pa.a Explore a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Pa.b Attend using senses to a variety of orchestral and band instruments.
MU.3.C.1.4: Discriminate between unison and two-part singing.
Access Points:
  • MU.3.C.1.In.a Use a variety of teacher-selected sensory skills to recognize specified musical characteristics.
  • MU.3.C.1.In.b Respond to musical work in a variety of ways to show awareness of differences in musical ideas.
  • MU.3.C.1.In.c Identify a variety of orchestral and band instruments.
  • MU.3.C.1.In.d Differentiate between music performed by one singer or in unison, and music performed by a group of singers.
  • MU.3.C.1.Su.a Recognize a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.b Respond to teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Su.c Recognize selected orchestral and band instruments.
  • MU.3.C.1.Su.d Distinguish between music and song.
  • MU.3.C.1.Pa.a Explore a variety of teacher-selected musical characteristics in a song or instrumental piece.
  • MU.3.C.1.Pa.b Attend using senses to a variety of orchestral and band instruments.
MU.3.C.2.1: Evaluate performances of familiar music using teacher-established criteria.
Access Points:
  • MU.3.C.2.In.a Identify a reason for preferring one performance of a familiar song over another.
  • MU.3.C.2.Su.a Use a teacher-selected criterion to evaluate performances of familiar music.
  • MU.3.C.2.Pa.a Select preferred familiar songs.
MU.3.C.3.1: Identify musical characteristics and elements within a piece of music when discussing the value of the work.
Access Points:
  • MU.3.C.3.In.a Recognize that musical characteristics influence our opinion of the piece.
  • MU.3.C.3.Su.a Recognize a variety of music characteristics.
  • MU.3.C.3.Pa.a Recognize a characteristic of music.
MU.3.F.1.1: Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.
Access Points:
  • MU.3.F.1.In.a Use sounds and movements to represent or enhance story or poem characteristics.
  • MU.3.F.1.Su.a Imitate sounds and movements to represent or enhance story or poem characteristics.
  • MU.3.F.1.Pa.a Respond to a variety of sounds and movements that represent or enhance story or poem characteristics.
MU.3.F.2.1: Identify musicians in the school, community, and media.
Access Points:
  • MU.3.F.2.In.a Identify musicians in the school, community, or media.
  • MU.3.F.2.In.b Identify opportunities in the school, home, or community for participating in music making.
  • MU.3.F.2.Su.a Recognize musicians in the school, community, or media.
  • MU.3.F.2.Su.b Recognize opportunities in the school, home, or community for participating in music making.
  • MU.3.F.2.Pa.a Recognize that people who make music are called musicians.
  • MU.3.F.2.Pa.b Recognize an opportunity in the school, home, or community for participating in music-making.
MU.3.F.2.2: Describe opportunities for personal music-making.
Access Points:
  • MU.3.F.2.In.a Identify musicians in the school, community, or media.
  • MU.3.F.2.In.b Identify opportunities in the school, home, or community for participating in music making.
  • MU.3.F.2.Su.a Recognize musicians in the school, community, or media.
  • MU.3.F.2.Su.b Recognize opportunities in the school, home, or community for participating in music making.
  • MU.3.F.2.Pa.a Recognize that people who make music are called musicians.
  • MU.3.F.2.Pa.b Recognize an opportunity in the school, home, or community for participating in music-making.
MU.3.H.1.1: Compare indigenous instruments of specified cultures.
Access Points:
  • MU.3.H.1.In.a Identify indigenous instruments of specified cultures.
  • MU.3.H.1.In.b Recognize characteristic musical sounds from a variety of cultures.
  • MU.3.H.1.Su.a Match selected instruments to specified cultures.
  • MU.3.H.1.Su.b Match characteristic musical sounds to specified cultures.
  • MU.3.H.1.Pa.a Explore indigenous instruments of specified cultures.
  • MU.3.H.1.Pa.b Explore characteristic musical sounds from a variety of cultures.
MU.3.H.1.2: Identify significant information about specified composers and one or more of their musical works.
Access Points:
  • MU.3.H.1.In.a Identify indigenous instruments of specified cultures.
  • MU.3.H.1.In.b Recognize characteristic musical sounds from a variety of cultures.
  • MU.3.H.1.Su.a Match selected instruments to specified cultures.
  • MU.3.H.1.Su.b Match characteristic musical sounds to specified cultures.
  • MU.3.H.1.Pa.a Explore indigenous instruments of specified cultures.
  • MU.3.H.1.Pa.b Explore characteristic musical sounds from a variety of cultures.
MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures.
Access Points:
  • MU.3.H.1.In.a Identify indigenous instruments of specified cultures.
  • MU.3.H.1.In.b Recognize characteristic musical sounds from a variety of cultures.
  • MU.3.H.1.Su.a Match selected instruments to specified cultures.
  • MU.3.H.1.Su.b Match characteristic musical sounds to specified cultures.
  • MU.3.H.1.Pa.a Explore indigenous instruments of specified cultures.
  • MU.3.H.1.Pa.b Explore characteristic musical sounds from a variety of cultures.
MU.3.H.2.1: Discuss how music in America was influenced by people and events in its history.
Access Points:
  • MU.3.H.2.In.a Recognize influences of culture and history on American music.
  • MU.3.H.2.Su.a Recognize a variety of music that represents American culture or history.
  • MU.3.H.2.Pa.a Associate musical examples with American culture or history.
MU.3.H.3.1: Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.
Access Points:
  • MU.3.H.3.In.a Experience similarities in the use of pattern, line, or form in music and other teacher-selected contexts.
  • MU.3.H.3.Su.a Explore the use of pattern, line, and form in music and other teacher-selected contexts.
  • MU.3.H.3.Pa.a Respond to the use of patterns in music.
MU.3.O.1.1: Identify, using correct music vocabulary, the elements in a musical work.
Access Points:
  • MU.3.O.1.In.a Recognize basic elements in a piece of music.
  • MU.3.O.1.In.b Identify patterns in familiar songs.
  • MU.3.O.1.Su.a Recognize a selected element in a piece of music.
  • MU.3.O.1.Su.b Imitate patterns in familiar songs.
  • MU.3.O.1.Pa.a Respond to rhythmic production.
  • MU.3.O.1.Pa.b Demonstrate awareness of beat or rhythm.
MU.3.O.1.2: Identify and describe the musical form of a familiar song.
Access Points:
  • MU.3.O.1.In.a Recognize basic elements in a piece of music.
  • MU.3.O.1.In.b Identify patterns in familiar songs.
  • MU.3.O.1.Su.a Recognize a selected element in a piece of music.
  • MU.3.O.1.Su.b Imitate patterns in familiar songs.
  • MU.3.O.1.Pa.a Respond to rhythmic production.
  • MU.3.O.1.Pa.b Demonstrate awareness of beat or rhythm.
MU.3.O.2.1: Rearrange melodic or rhythmic patterns to generate new phrases.
Access Points:
  • MU.3.O.2.In.a Rearrange simple melodic or rhythmic patterns to generate new phrases.
  • MU.3.O.2.Su.a Imitate simple melodic or rhythmic patterns.
  • MU.3.O.2.Pa.a Respond to a variety of simple melodic or rhythmic patterns.
MU.3.O.3.1: Describe how tempo and dynamics can change the mood or emotion of a piece of music.
Access Points:
  • MU.3.O.3.In.a Identify the mood or emotion of a piece of music.
  • MU.3.O.3.Su.a Respond to music to demonstrate how it makes one feel.
MU.3.S.3.1: Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
Access Points:
  • MU.3.S.3.In.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.3.S.3.In.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.
  • MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.
  • MU.3.S.3.In.e Match aurally presented notes to traditional notation.
  • MU.3.S.3.Su.a Sing or play songs or patterns from memory.
  • MU.3.S.3.Pa.a Sing or play songs from a model.
  • MU.3.S.3.Pa.b Sing or play songs or patterns.
MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
Access Points:
  • MU.3.S.3.In.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.3.S.3.In.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.
  • MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.
  • MU.3.S.3.In.e Match aurally presented notes to traditional notation.
  • MU.3.S.3.Su.a Sing or play songs or patterns from memory.
  • MU.3.S.3.Pa.a Sing or play songs from a model.
  • MU.3.S.3.Pa.b Sing or play songs or patterns.
MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight.
Access Points:
  • MU.3.S.3.In.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.3.S.3.In.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.
  • MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.
  • MU.3.S.3.In.e Match aurally presented notes to traditional notation.
  • MU.3.S.3.Su.a Sing or play songs or patterns from memory.
  • MU.3.S.3.Pa.a Sing or play songs from a model.
  • MU.3.S.3.Pa.b Sing or play songs or patterns.
MU.3.S.3.4: Match simple aural rhythm patterns in duple and triple meter with written patterns.
Access Points:
  • MU.3.S.3.In.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.3.S.3.In.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.
  • MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.
  • MU.3.S.3.In.e Match aurally presented notes to traditional notation.
  • MU.3.S.3.Su.a Sing or play songs or patterns from memory.
  • MU.3.S.3.Pa.a Sing or play songs from a model.
  • MU.3.S.3.Pa.b Sing or play songs or patterns.
MU.3.S.3.5: Notate simple rhythmic and melodic patterns using traditional notation.
Access Points:
  • MU.3.S.3.In.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.3.S.3.In.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.
  • MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.
  • MU.3.S.3.In.e Match aurally presented notes to traditional notation.
  • MU.3.S.3.Su.a Sing or play songs or patterns from memory.
  • MU.3.S.3.Pa.a Sing or play songs from a model.
  • MU.3.S.3.Pa.b Sing or play songs or patterns.
SC.4.P.10.3: Investigate and explain that sound is produced by vibrating objects and that pitch depends on how fast or slow the object vibrates.
Access Points:
  • SC.4.P.10.In.a: Identify forms of energy, such as light, heat, electrical, and energy of motion.
  • SC.4.P.10.In.b Describe the results of applying electrical energy (turn on lights, make motors run); heat energy (burn wood, change temperature); and energy of motion (go faster, change direction).
  • SC.4.P.10.In.c Recognize that vibrations cause sound and identify sounds as high or low (pitch).
  • SC.4.P.10.In.d Identify machines that use energy from moving water or air, including a windmill and a waterwheel.
  • SC.4.P.10.Su.a Recognize uses of different forms of energy, including electricity (computer, freezer); heat (camp fire, stove); and energy of motion (rollercoaster, pinball machine).
  • SC.4.P.10.Su.b Recognize the results of using electrical energy (turning on television); heat energy (burning wood); and energy of motion (rolling ball).
  • SC.4.P.10.Su.c Recognize sounds as high or low (pitch).
  • SC.4.P.10.Su.d Identify objects that use energy from moving air, such as a pinwheel or sailboat.
  • SC.4.P.10.Pa.a Recognize a source of heat energy (fire, heater).
  • SC.4.P.10.Pa.b Recognize objects that create sounds.
  • SC.4.P.10.Pa.c Recognize that moving air can move objects.
MU.4.C.1.1: Develop effective listening strategies and describe how they can support appreciation of musical works.
Access Points:
  • MU.4.C.1.In.a Identify and use appropriate sensory skills to recognize specified musical characteristics.
  • MU.4.C.1.In.b Recognize families of orchestral and band instruments.
  • MU.4.C.1.In.c Identify and use appropriate sensory skills to distinguish voice parts.
  • MU.4.C.1.Su.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.4.C.1.Su.b Recognize a variety of orchestral and band instruments.
  • MU.4.C.1.Su.c Use a teacher-selected sensory skill to recognize differences in voice parts.
  • MU.4.C.1.Pa.a Recognize a teacher-selected musical characteristic in a song or instrumental piece.
  • MU.4.C.1.Pa.b Recognize selected orchestral and band instruments.
  • MU.4.C.1.Pa.c Distinguish between two voice types.
MU.4.C.1.2: Describe, using correct music vocabulary, what is heard in a specific musical work.
Access Points:
  • MU.4.C.1.In.a Identify and use appropriate sensory skills to recognize specified musical characteristics.
  • MU.4.C.1.In.b Recognize families of orchestral and band instruments.
  • MU.4.C.1.In.c Identify and use appropriate sensory skills to distinguish voice parts.
  • MU.4.C.1.Su.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.4.C.1.Su.b Recognize a variety of orchestral and band instruments.
  • MU.4.C.1.Su.c Use a teacher-selected sensory skill to recognize differences in voice parts.
  • MU.4.C.1.Pa.a Recognize a teacher-selected musical characteristic in a song or instrumental piece.
  • MU.4.C.1.Pa.b Recognize selected orchestral and band instruments.
  • MU.4.C.1.Pa.c Distinguish between two voice types.
MU.4.C.1.3: Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
Access Points:
  • MU.4.C.1.In.a Identify and use appropriate sensory skills to recognize specified musical characteristics.
  • MU.4.C.1.In.b Recognize families of orchestral and band instruments.
  • MU.4.C.1.In.c Identify and use appropriate sensory skills to distinguish voice parts.
  • MU.4.C.1.Su.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.4.C.1.Su.b Recognize a variety of orchestral and band instruments.
  • MU.4.C.1.Su.c Use a teacher-selected sensory skill to recognize differences in voice parts.
  • MU.4.C.1.Pa.a Recognize a teacher-selected musical characteristic in a song or instrumental piece.
  • MU.4.C.1.Pa.b Recognize selected orchestral and band instruments.
  • MU.4.C.1.Pa.c Distinguish between two voice types.
MU.4.C.1.4: Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
Access Points:
  • MU.4.C.1.In.a Identify and use appropriate sensory skills to recognize specified musical characteristics.
  • MU.4.C.1.In.b Recognize families of orchestral and band instruments.
  • MU.4.C.1.In.c Identify and use appropriate sensory skills to distinguish voice parts.
  • MU.4.C.1.Su.a Use a teacher-selected sensory skill to recognize specified musical characteristics.
  • MU.4.C.1.Su.b Recognize a variety of orchestral and band instruments.
  • MU.4.C.1.Su.c Use a teacher-selected sensory skill to recognize differences in voice parts.
  • MU.4.C.1.Pa.a Recognize a teacher-selected musical characteristic in a song or instrumental piece.
  • MU.4.C.1.Pa.b Recognize selected orchestral and band instruments.
  • MU.4.C.1.Pa.c Distinguish between two voice types.
MU.4.C.2.1: Identify and describe basic music performance techniques to provide a foundation for critiquing one’s self and others.
Access Points:
  • MU.4.C.2.In.a Identify selected basic music performance techniques to provide a foundation for critiquing self and others.
  • MU.4.C.2.In.b Use defined criteria to critique specified techniques in performances of one’s self and others.
  • MU.4.C.2.Su.a Recognize a selected basic music performance technique to provide a foundation for critiquing self and others.
  • MU.4.C.2.Su.b Use a teacher-selected criterion to critique specified techniques in performances of one’s self and others.
  • MU.4.C.2.Pa.a Select a characteristic that makes music appealing.
MU.4.C.2.2: Critique specific techniques in one’s own and others’ performances using teacher-established criteria.
Access Points:
  • MU.4.C.2.In.a Identify selected basic music performance techniques to provide a foundation for critiquing self and others.
  • MU.4.C.2.In.b Use defined criteria to critique specified techniques in performances of one’s self and others.
  • MU.4.C.2.Su.a Recognize a selected basic music performance technique to provide a foundation for critiquing self and others.
  • MU.4.C.2.Su.b Use a teacher-selected criterion to critique specified techniques in performances of one’s self and others.
  • MU.4.C.2.Pa.a Select a characteristic that makes music appealing.
MU.4.C.3.1: Describe characteristics that make various musical works appealing.
Access Points:
  • MU.4.C.3.In.a Identify characteristics that make various musical works appealing.
  • MU.4.C.3.Su.a Recognize characteristics that make various musical works appealing.
  • MU.4.C.3.Pa.a Select a characteristic that makes a musical work appealing.
MU.4.F.1.1: Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
Access Points:
  • MU.4.F.1.In.a Change the feeling of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
  • MU.4.F.1.Su.a Imitate changes in sounds and movements of melodic or rhythmic pieces.
  • MU.4.F.1.Pa.a Explore changes in sounds and movements of melodic or rhythmic pieces.
MU.4.F.2.1: Describe roles and careers of selected musicians.
Access Points:
  • MU.4.F.2.In.a Identify two or more community opportunities in or related to music for employment or leisure.
  • MU.4.F.2.Su.a Recognize two or more community opportunities to participate in activities related to music.
  • MU.4.F.2.Pa.a Associate music with leisure or recreation.
MU.4.F.3.1: Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.
Access Points:
  • MU.4.F.3.In.a Identify a personal quality that supports success in music that can be applied to other fields.
  • MU.4.F.3.Su.a Recognize a personal quality that supports success in music that can be applied to other fields.
  • MU.4.F.3.Su.b Recognize and respect the property of others.
  • MU.4.F.3.Pa.a Recognize a personal quality that supports success in life.
  • MU.4.F.3.Pa.b Recognize the property of others.
MU.4.F.3.2: Discuss the safe, legal way to download songs and other media.
Access Points:
  • MU.4.F.3.In.a Identify a personal quality that supports success in music that can be applied to other fields.
  • MU.4.F.3.Su.a Recognize a personal quality that supports success in music that can be applied to other fields.
  • MU.4.F.3.Su.b Recognize and respect the property of others.
  • MU.4.F.3.Pa.a Recognize a personal quality that supports success in life.
  • MU.4.F.3.Pa.b Recognize the property of others.
MU.4.H.1.1: Examine and describe a cultural tradition, other than one’s own, learned through its musical style and/or use of authentic instruments.
Access Points:
  • MU.4.H.1.In.a Identify common uses of music within specific cultures.
  • MU.4.H.1.In.b Recognize pieces of music that originated from cultures other than one’s own.
  • MU.4.H.1.Su.a Recognize common uses of music within specific cultures.
  • MU.4.H.1.Su.b Match pieces of characteristic music to specified cultures.
  • MU.4.H.1.Pa.a Recognize a use of music common to cultures or times.
  • MU.4.H.1.Pa.b Associate a piece of music with a specified culture.
MU.4.H.1.2: Describe the influence of selected composers on the musical works and practices or traditions of their time.
Access Points:
  • MU.4.H.1.In.a Identify common uses of music within specific cultures.
  • MU.4.H.1.In.b Recognize pieces of music that originated from cultures other than one’s own.
  • MU.4.H.1.Su.a Recognize common uses of music within specific cultures.
  • MU.4.H.1.Su.b Match pieces of characteristic music to specified cultures.
  • MU.4.H.1.Pa.a Recognize a use of music common to cultures or times.
  • MU.4.H.1.Pa.b Associate a piece of music with a specified culture.
MU.4.H.1.3: Identify pieces of music that originated from cultures other than one’s own.
Access Points:
  • MU.4.H.1.In.a Identify common uses of music within specific cultures.
  • MU.4.H.1.In.b Recognize pieces of music that originated from cultures other than one’s own.
  • MU.4.H.1.Su.a Recognize common uses of music within specific cultures.
  • MU.4.H.1.Su.b Match pieces of characteristic music to specified cultures.
  • MU.4.H.1.Pa.a Recognize a use of music common to cultures or times.
  • MU.4.H.1.Pa.b Associate a piece of music with a specified culture.
MU.4.H.2.1: Perform, listen to, and discuss music related to Florida’s history.
Access Points:
  • MU.4.H.2.In.a Identify and listen to music related to Florida’s history.
  • MU.4.H.2.In.b Identify a variety of venues to experience music.
  • MU.4.H.2.Su.a Recognize a variety of music that represents Florida culture or history.
  • MU.4.H.2.Su.b Recognize a variety of venues to experience music.
  • MU.4.H.2.Pa.a Associate musical examples with Florida culture or history.
  • MU.4.H.2.Pa.b Recognize a way to interact with music.
MU.4.H.2.2: Identify ways in which individuals of varying ages and cultures experience music.
Access Points:
  • MU.4.H.2.In.a Identify and listen to music related to Florida’s history.
  • MU.4.H.2.In.b Identify a variety of venues to experience music.
  • MU.4.H.2.Su.a Recognize a variety of music that represents Florida culture or history.
  • MU.4.H.2.Su.b Recognize a variety of venues to experience music.
  • MU.4.H.2.Pa.a Associate musical examples with Florida culture or history.
  • MU.4.H.2.Pa.b Recognize a way to interact with music.
MU.4.H.3.1: Identify connections among music and other contexts, using correct music and other relevant content-area vocabulary, and explore how learning in one academic area can help with knowledge or skill acquisition in a different academic area.
Access Points:
  • MU.4.H.3.In.a Compare the use of pattern, line, and form found in music with other teacher-selected contexts.
  • MU.4.H.3.Su.a Connect the use of pattern, line, and form found in music with another teacher-selected context.
  • MU.4.H.3.Pa.a Respond to the use of patterns in music and another teacher-selected context.
MU.4.O.1.1: Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.
Access Points:
  • MU.4.O.1.In.a Identify elements of music in different types of music as a foundation for understanding the structural conventions of specific styles.
  • MU.4.O.1.Su.a Recognize selected elements of music in different types of music.
  • MU.4.O.1.Pa.a Demonstrate awareness of beat and rhythm.
MU.4.O.2.1: Create variations for selected melodies.
Access Points:
  • MU.4.O.2.In.a Change the feeling of a musical phrase by altering the elements of music.
  • MU.4.O.2.Su.a Select an element to change in a musical phrase.
  • MU.4.O.2.Pa.a Respond to a change in a musical phrase.
MU.4.O.3.1: Identify how expressive elements and lyrics affect the mood or emotion of a song.
Access Points:
  • MU.4.O.3.In.a Recognize how a change in an expressive element affects the mood or emotion of a song.
  • MU.4.O.3.In.b Change an expressive element to a vocal or instrumental piece and discuss the result.
  • MU.4.O.3.Su.a Match expressive elements and lyrics to mood or emotion.
  • MU.4.O.3.Pa.a Recognize the mood or emotion expressed in a musical piece.
MU.4.O.3.2: Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one’s choices.
Access Points:
  • MU.4.O.3.In.a Recognize how a change in an expressive element affects the mood or emotion of a song.
  • MU.4.O.3.In.b Change an expressive element to a vocal or instrumental piece and discuss the result.
  • MU.4.O.3.Su.a Match expressive elements and lyrics to mood or emotion.
  • MU.4.O.3.Pa.a Recognize the mood or emotion expressed in a musical piece.
MU.4.S.1.1: Improvise phrases, using familiar songs.
Access Points:
  • MU.4.S.1.In.a Improvise vocal or instrumental patterns using familiar songs.
  • MU.4.S.1.Su.a Perform simple vocal or instrumental patterns or songs.
  • MU.4.S.1.Pa.a Imitate simple vocal or instrumental patterns or songs.
MU.4.S.1.2: Create melodic patterns using a variety of sound sources.
Access Points:
  • MU.4.S.1.In.a Improvise vocal or instrumental patterns using familiar songs.
  • MU.4.S.1.Su.a Perform simple vocal or instrumental patterns or songs.
  • MU.4.S.1.Pa.a Imitate simple vocal or instrumental patterns or songs.
MU.4.S.1.3: Arrange a familiar song for voices or instruments by manipulating form.
Access Points:
  • MU.4.S.1.In.a Improvise vocal or instrumental patterns using familiar songs.
  • MU.4.S.1.Su.a Perform simple vocal or instrumental patterns or songs.
  • MU.4.S.1.Pa.a Imitate simple vocal or instrumental patterns or songs.
MU.4.S.2.1:Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
Access Points:
  • MU.4.S.2.In.a Recognize patterns in music.
  • MU.4.S.2.Su.a Imitate musical patterns.
  • MU.4.S.2.Pa.a Recognize a musical pattern.
MU.4.S.3.1: Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
Access Points:
  • MU.4.S.3.In.a Sing songs in an appropriate range using head voice and maintaining pitch.
  • MU.4.S.3.In.b Perform simple melodies and/or accompaniments on classroom instruments.
  • MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.
  • MU.4.S.3.Su.a Sing songs of limited range using the head voice.
  • MU.4.S.3.Su.b Perform simple songs and accompaniments.
  • MU.4.S.3.Pa.a Sing or play songs or patterns from a model.
  • MU.4.S.3.Pa.b Sing or play songs or patterns from a cue.
MU.4.S.3.2: Play rounds, canons, or layered ostinati on classroom instruments.
Access Points:
  • MU.4.S.3.In.a Sing songs in an appropriate range using head voice and maintaining pitch.
  • MU.4.S.3.In.b Perform simple melodies and/or accompaniments on classroom instruments.
  • MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.
  • MU.4.S.3.Su.a Sing songs of limited range using the head voice.
  • MU.4.S.3.Su.b Perform simple songs and accompaniments.
  • MU.4.S.3.Pa.a Sing or play songs or patterns from a model.
  • MU.4.S.3.Pa.b Sing or play songs or patterns from a cue.
MU.4.S.3.3: Perform extended pentatonic melodies at sight.
Access Points:
  • MU.4.S.3.In.a Sing songs in an appropriate range using head voice and maintaining pitch.
  • MU.4.S.3.In.b Perform simple melodies and/or accompaniments on classroom instruments.
  • MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.
  • MU.4.S.3.Su.a Sing songs of limited range using the head voice.
  • MU.4.S.3.Su.b Perform simple songs and accompaniments.
  • MU.4.S.3.Pa.a Sing or play songs or patterns from a model.
  • MU.4.S.3.Pa.b Sing or play songs or patterns from a cue.
MU.4.S.3.4: Play simple ostinati, by ear, using classroom instruments.
Access Points:
  • MU.4.S.3.In.a Sing songs in an appropriate range using head voice and maintaining pitch.
  • MU.4.S.3.In.b Perform simple melodies and/or accompaniments on classroom instruments.
  • MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.
  • MU.4.S.3.Su.a Sing songs of limited range using the head voice.
  • MU.4.S.3.Su.b Perform simple songs and accompaniments.
  • MU.4.S.3.Pa.a Sing or play songs or patterns from a model.
  • MU.4.S.3.Pa.b Sing or play songs or patterns from a cue.
MU.4.S.3.5: Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation.
Access Points:
  • MU.4.S.3.In.a Sing songs in an appropriate range using head voice and maintaining pitch.
  • MU.4.S.3.In.b Perform simple melodies and/or accompaniments on classroom instruments.
  • MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.
  • MU.4.S.3.Su.a Sing songs of limited range using the head voice.
  • MU.4.S.3.Su.b Perform simple songs and accompaniments.
  • MU.4.S.3.Pa.a Sing or play songs or patterns from a model.
  • MU.4.S.3.Pa.b Sing or play songs or patterns from a cue.
MU.5.C.1.1: Discuss and apply listening strategies to support appreciation of musical works.
Access Points:
  • MU.5.C.1.In.a Identify and use appropriate sensory skills to support appreciation of musical works.
  • MU.5.C.1.In.b Identify the musical intent of the composer for a specific musical work.
  • MU.5.C.1.In.c Identify families of orchestral and band instruments.
  • MU.5.C.1.In.d Identify the four primary voice parts: soprano, alto, tenor, and bass.
  • MU.5.C.1.Su.a Recognize and use teacher-selected sensory skills to support appreciation of musical works.
  • MU.5.C.1.Su.b Match the musical intent of the composer to a specific musical work.
  • MU.5.C.1.Su.c Identify a variety of orchestral and band instruments.
  • MU.5.C.1.Su.d Recognize differences between different voice parts.
  • MU.5.C.1.Pa.a Use sensory strategies to support appreciation of musical works.
  • MU.5.C.1.Pa.b Recognize that music examples convey meaning.
  • MU.5.C.1.Pa.c Recognize selected orchestral and band instruments.
  • MU.5.C.1.Pa.d Distinguish between two voices.
MU.5.C.1.2: Hypothesize and discuss, using correct music vocabulary, the composer’s intent for a specific musical work.
Access Points:
  • MU.5.C.1.In.a Identify and use appropriate sensory skills to support appreciation of musical works.
  • MU.5.C.1.In.b Identify the musical intent of the composer for a specific musical work.
  • MU.5.C.1.In.c Identify families of orchestral and band instruments.
  • MU.5.C.1.In.d Identify the four primary voice parts: soprano, alto, tenor, and bass.
  • MU.5.C.1.Su.a Recognize and use teacher-selected sensory skills to support appreciation of musical works.
  • MU.5.C.1.Su.b Match the musical intent of the composer to a specific musical work.
  • MU.5.C.1.Su.c Identify a variety of orchestral and band instruments.
  • MU.5.C.1.Su.d Recognize differences between different voice parts.
  • MU.5.C.1.Pa.a Use sensory strategies to support appreciation of musical works.
  • MU.5.C.1.Pa.b Recognize that music examples convey meaning.
  • MU.5.C.1.Pa.c Recognize selected orchestral and band instruments.
  • MU.5.C.1.Pa.d Distinguish between two voices.
MU.5.C.1.3: Identify, aurally, selected instruments of the band and orchestra.
Access Points:
  • MU.5.C.1.In.a Identify and use appropriate sensory skills to support appreciation of musical works.
  • MU.5.C.1.In.b Identify the musical intent of the composer for a specific musical work.
  • MU.5.C.1.In.c Identify families of orchestral and band instruments.
  • MU.5.C.1.In.d Identify the four primary voice parts: soprano, alto, tenor, and bass.
  • MU.5.C.1.Su.a Recognize and use teacher-selected sensory skills to support appreciation of musical works.
  • MU.5.C.1.Su.b Match the musical intent of the composer to a specific musical work.
  • MU.5.C.1.Su.c Identify a variety of orchestral and band instruments.
  • MU.5.C.1.Su.d Recognize differences between different voice parts.
  • MU.5.C.1.Pa.a Use sensory strategies to support appreciation of musical works.
  • MU.5.C.1.Pa.b Recognize that music examples convey meaning.
  • MU.5.C.1.Pa.c Recognize selected orchestral and band instruments.
  • MU.5.C.1.Pa.d Distinguish between two voices.
MU.5.C.1.4: Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
Access Points:
  • MU.5.C.1.In.a Identify and use appropriate sensory skills to support appreciation of musical works.
  • MU.5.C.1.In.b Identify the musical intent of the composer for a specific musical work.
  • MU.5.C.1.In.c Identify families of orchestral and band instruments.
  • MU.5.C.1.In.d Identify the four primary voice parts: soprano, alto, tenor, and bass.
  • MU.5.C.1.Su.a Recognize and use teacher-selected sensory skills to support appreciation of musical works.
  • MU.5.C.1.Su.b Match the musical intent of the composer to a specific musical work.
  • MU.5.C.1.Su.c Identify a variety of orchestral and band instruments.
  • MU.5.C.1.Su.d Recognize differences between different voice parts.
  • MU.5.C.1.Pa.a Use sensory strategies to support appreciation of musical works.
  • MU.5.C.1.Pa.b Recognize that music examples convey meaning.
  • MU.5.C.1.Pa.c Recognize selected orchestral and band instruments.
  • MU.5.C.1.Pa.d Distinguish between two voices.
MU.5.C.2.1: Define criteria, using correct music vocabulary, to critique one’s own and others’ performance.
Access Points:
  • MU.5.C.2.In.a Use defined criteria to analyze one’s own and others’ performance.
  • MU.5.C.2.In.b Use defined criteria to analyze and revise one’s own performance.
  • MU.5.C.2.Su.a Use a teacher-selected criterion to analyze one’s own and others’ performance.
  • MU.5.C.2.Su.b Use a teacher-selected criterion to analyze and revise one’s own performance.
  • MU.5.C.2.Pa.a Use a teacher-selected criterion to evaluate performances of familiar music.
  • MU.5.C.2.Pa.b Use a teacher-selected criterion to analyze and revise personal performances with guidance from teachers and peers.
MU.5.C.2.2: Describe changes, using correct music vocabulary, in one’s own and/or others’ performance over time.
Access Points:
  • MU.5.C.2.In.a Use defined criteria to analyze one’s own and others’ performance.
  • MU.5.C.2.In.b Use defined criteria to analyze and revise one’s own performance.
  • MU.5.C.2.Su.a Use a teacher-selected criterion to analyze one’s own and others’ performance.
  • MU.5.C.2.Su.b Use a teacher-selected criterion to analyze and revise one’s own performance.
  • MU.5.C.2.Pa.a Use a teacher-selected criterion to evaluate performances of familiar music.
  • MU.5.C.2.Pa.b Use a teacher-selected criterion to analyze and revise personal performances with guidance from teachers and peers.
MU.5.C.3.1: Develop criteria to evaluate an exemplary musical work from a specific period or genre.
Access Points:
  • MU.5.C.3.In.a Use defined criteria to respond to musical work of a specified period or genre.
  • MU.5.C.3.Su.a Use a teacher-selected criterion to respond to musical work of a specified period or genre.
  • MU.5.C.3.Pa.a Select preferred musical work of a specified period or genre.
MU.5.F.1.1: Create a performance, using visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
Access Points:
  • MU.5.F.1.In.a Select and use visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
  • MU.5.F.1.Su.a Use selected visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
  • MU.5.F.1.Pa.a Explore selected visual, kinesthetic, digital, and/or acoustic means to manipulate musical elements.
MU.5.F.2.1: Describe jobs associated with various types of concert venues and performing arts centers.
Access Points:
  • MU.5.F.2.In.a Identify two or more community opportunities in or related to music for employment and leisure.
  • MU.5.F.2.Su.a Recognize two or more community opportunities in or related to music for employment or leisure.
  • MU.5.F.2.Pa.a Recognize a community opportunity in or related to music for employment or leisure.
MU.5.F.2.2: Explain why live performances are important to the career of the artist and the success of performance venues.
Access Points:
  • MU.5.F.2.In.a Identify two or more community opportunities in or related to music for employment and leisure.
  • MU.5.F.2.Su.a Recognize two or more community opportunities in or related to music for employment or leisure.
  • MU.5.F.2.Pa.a Recognize a community opportunity in or related to music for employment or leisure.
MU.5.F.3.1: Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
Access Points:
  • MU.5.F.3.In.a Identify personal qualities that support success in music that can be applied to other fields.
  • MU.5.F.3.In.b Follow safe, legal, and responsible practices to use a variety of technology tools to produce and listen to music.
  • MU.5.F.3.Su.a Recognize selected personal qualities that support success in music that can be applied to other fields.
  • MU.5.F.3.Su.b Follow safe, legal, and responsible practices to use a technology tool to produce or listen to music.
  • MU.5.F.3.Pa.a Recognize a personal quality that supports success in music that can be applied to other fields.
  • MU.5.F.3.Pa.b Recognize and respect the property of others.
MU.5.F.3.2: Practice safe, legal, and responsible acquisition and use of music media, and describe why it is important to do so.
Access Points:
  • MU.5.F.3.In.a Identify personal qualities that support success in music that can be applied to other fields.
  • MU.5.F.3.In.b Follow safe, legal, and responsible practices to use a variety of technology tools to produce and listen to music.
  • MU.5.F.3.Su.a Recognize selected personal qualities that support success in music that can be applied to other fields.
  • MU.5.F.3.Su.b Follow safe, legal, and responsible practices to use a technology tool to produce or listen to music.
  • MU.5.F.3.Pa.a Recognize a personal quality that supports success in music that can be applied to other fields.
  • MU.5.F.3.Pa.b Recognize and respect the property of others.
MU.5.H.1.1: Identify the purposes for which music is used within various cultures.
Access Points:
  • MU.5.H.1.In.a Identify the purpose for which specified music is used within various cultures.
  • MU.5.H.1.In.b Identify similarities and differences between styles and features of music produced by different cultures.
  • MU.5.H.1.Su.a Recognize the purpose for which specified music is used within various cultures.
  • MU.5.H.1.Su.b Recognize similarities or differences between styles or features of music produced by different cultures.
  • MU.5.H.1.Pa.a Recognize the purpose of specified music.
  • MU.5.H.1.Pa.b Recognize similarities or differences in musical compositions.
MU.5.H.1.2: Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
Access Points:
  • MU.5.H.1.In.a Identify the purpose for which specified music is used within various cultures.
  • MU.5.H.1.In.b Identify similarities and differences between styles and features of music produced by different cultures.
  • MU.5.H.1.Su.a Recognize the purpose for which specified music is used within various cultures.
  • MU.5.H.1.Su.b Recognize similarities or differences between styles or features of music produced by different cultures.
  • MU.5.H.1.Pa.a Recognize the purpose of specified music.
  • MU.5.H.1.Pa.b Recognize similarities or differences in musical compositions.
MU.5.H.1.3: Compare stylistic and musical features in works originating from different cultures.
Access Points:
  • MU.5.H.1.In.a Identify the purpose for which specified music is used within various cultures.
  • MU.5.H.1.In.b Identify similarities and differences between styles and features of music produced by different cultures.
  • MU.5.H.1.Su.a Recognize the purpose for which specified music is used within various cultures.
  • MU.5.H.1.Su.b Recognize similarities or differences between styles or features of music produced by different cultures.
  • MU.5.H.1.Pa.a Recognize the purpose of specified music.
  • MU.5.H.1.Pa.b Recognize similarities or differences in musical compositions.
MU.5.H.2.1: Examine the contributions of musicians and composers for a specific historical period.
Access Points:
  • MU.5.H.2.In.a Identify musicians and composers for a specific historical period.
  • MU.5.H.2.In.b Identify and use a variety of technologies to experience music.
  • MU.5.H.2.Su.a Recognize selected music for a specific historical period.
  • MU.5.H.2.Su.b Recognize and use selected technologies to experience music.
  • MU.5.H.2.Pa.a Explore music from a specific historical period.
  • MU.5.H.2.Pa.b Use a selected technology to experience music.
MU.5.H.2.2: Describe how technology has changed the way audiences experience music.
Access Points:
  • MU.5.H.2.In.a Identify musicians and composers for a specific historical period.
  • MU.5.H.2.In.b Identify and use a variety of technologies to experience music.
  • MU.5.H.2.Su.a Recognize selected music for a specific historical period.
  • MU.5.H.2.Su.b Recognize and use selected technologies to experience music.
  • MU.5.H.2.Pa.a Explore music from a specific historical period.
  • MU.5.H.2.Pa.b Use a selected technology to experience music.
MU.5.H.3.1: Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
Access Points:
  • MU.5.H.3.In.a Examine the steps of a critical thinking process in music and apply them to another teacher-selected discipline.
  • MU.5.H.3.Su.a Examine selected steps in critical-thinking processes in music and apply them to another teacher-selected discipline.
  • MU.5.H.3.Pa.a Explore the use of pattern, line, and form in music and other teacher-selected contexts.
MU.5.O.1.1: Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.
Access Points:
  • MU.5.O.1.In.a Identify the musical elements in various styles of music using correct music vocabulary.
  • MU.5.O.1.Su.a Recognize basic elements in various styles of music.
  • MU.5.O.1.Pa.a Recognize a selected element in a piece of music.
  • MU.5.O.1.Pa.a Recognize a selected element in a piece of music.
MU.5.O.2.1: Create a new melody from two or more melodic motifs.
Access Points:
  • MU.5.O.2.In.a Rearrange melodic or rhythmic patterns to generate new phrases.
  • MU.5.O.2.Su.a Rearrange simple melodic or rhythmic patterns to generate new phrases.
  • MU.5.O.2.Pa.a Select preferred simple melodic or rhythmic patterns.
MU.5.O.3.1: Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
Access Points:
  • MU.5.O.3.In.a Discuss how expressive elements can change the mood or emotion of a piece of music.
  • MU.5.O.3.In.b Practice performing expressive elements in a vocal or instrumental piece.
  • MU.5.O.3.Su.a Identify the mood or emotion of a piece of music.
  • MU.5.O.3.Pa.a Respond to music to demonstrate how it makes one feel.
  • MU.5.O.3.Pa.a Respond to music to demonstrate how it makes one feel.
MU.5.O.3.2: Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
Access Points:
  • MU.5.O.3.In.a Discuss how expressive elements can change the mood or emotion of a piece of music.
  • MU.5.O.3.In.b Practice performing expressive elements in a vocal or instrumental piece.
  • MU.5.O.3.Su.a Identify the mood or emotion of a piece of music.
  • MU.5.O.3.Pa.a Respond to music to demonstrate how it makes one feel.
  • MU.5.O.3.Pa.a Respond to music to demonstrate how it makes one feel.
MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
Access Points:
  • MU.5.S.1.In.a Improvise rhythmic or melodic phrases to create variations on familiar melodies.
  • MU.5.S.1.Su.a Improvise simple rhythmic or melodic patterns to create variations on familiar melodies.
  • MU.5.S.1.Pa.a Participate in simple rhythmic or melodic patterns.
  • MU.5.S.1.Pa.b Imitate simple rhythmic or melodic patterns.
MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources.
Access Points:
  • MU.5.S.1.In.a Improvise rhythmic or melodic phrases to create variations on familiar melodies.
  • MU.5.S.1.Su.a Improvise simple rhythmic or melodic patterns to create variations on familiar melodies.
  • MU.5.S.1.Pa.a Participate in simple rhythmic or melodic patterns.
  • MU.5.S.1.Pa.b Imitate simple rhythmic or melodic patterns.
MU.5.S.1.3: Arrange a familiar song by manipulating specified aspects of music.
Access Points:
  • MU.5.S.1.In.a Improvise rhythmic or melodic phrases to create variations on familiar melodies.
  • MU.5.S.1.Su.a Improvise simple rhythmic or melodic patterns to create variations on familiar melodies.
  • MU.5.S.1.Pa.a Participate in simple rhythmic or melodic patterns.
  • MU.5.S.1.Pa.b Imitate simple rhythmic or melodic patterns.
MU.5.S.1.4: Sing or play simple melodic patterns by ear with support from the teacher.
Access Points:
  • MU.5.S.1.In.a Improvise rhythmic or melodic phrases to create variations on familiar melodies.
  • MU.5.S.1.Su.a Improvise simple rhythmic or melodic patterns to create variations on familiar melodies.
  • MU.5.S.1.Pa.a Participate in simple rhythmic or melodic patterns.
  • MU.5.S.1.Pa.b Imitate simple rhythmic or melodic patterns.
MU.5.S.2.1: Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
Access Points:
  • MU.5.S.2.In.a Re-create musical patterns from familiar music.
  • MU.5.S.2.In.a Sing rounds, canons, or ostinati in an appropriate range using head voice and maintaining pitch.
  • MU.5.S.2.In.b Play melodies and accompaniments on classroom instruments.
  • MU.5.S.2.In.c Notate simple rhythmic phrases using traditional notation.
  • MU.5.S.2.Su.a Imitate a variety of musical patterns.
  • MU.5.S.2.Su.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.5.S.2.Su.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.5.S.2.Pa.a Match musical patterns to a model.
  • MU.5.S.2.Pa.a Contribute to the performance of group songs.
  • MU.5.S.2.Pa.b Sing or play songs or patterns from memory.
MU.5.S.2.2: Apply performance techniques to familiar music.
Access Points:
  • MU.5.S.2.In.a Re-create musical patterns from familiar music.
  • MU.5.S.2.In.a Sing rounds, canons, or ostinati in an appropriate range using head voice and maintaining pitch.
  • MU.5.S.2.In.b Play melodies and accompaniments on classroom instruments.
  • MU.5.S.2.In.c Notate simple rhythmic phrases using traditional notation.
  • MU.5.S.2.Su.a Imitate a variety of musical patterns.
  • MU.5.S.2.Su.a Sing simple songs in a group using head voice and maintaining pitch.
  • MU.5.S.2.Su.b Play simple melodies and/or accompaniments on classroom instruments.
  • MU.5.S.2.Pa.a Match musical patterns to a model.
  • MU.5.S.2.Pa.a Contribute to the performance of group songs.
  • MU.5.S.2.Pa.b Sing or play songs or patterns from memory.