Access Music Grade 3 (#7713035) 

This document was generated on CPALMS -
You are not viewing the current course, please click the current year’s tab.

Course Standards

Name Description
MU.3.C.1.1: Describe listening skills and how they support appreciation of musical works.
e.g., focus: form, instrumentation, tempo, dynamics; organize: listening maps, active listening, checklists
MU.3.C.1.2: Respond to a musical work in a variety of ways and compare individual interpretations.
e.g., move, draw, sing, play, gesture, conduct
MU.3.C.1.3: Identify families of orchestral and band instruments.
e.g., strings, woodwinds, brass, percussion, keyboards
MU.3.C.1.4: Discriminate between unison and two-part singing.
MU.3.C.2.1: Evaluate performances of familiar music using teacher-established criteria.
MU.3.C.3.1: Identify musical characteristics and elements within a piece of music when discussing the value of the work.
e.g., tempo, rhythm, timbre, form, instrumentation, texture
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.
e.g., sound carpets, original stories and poems, literary works
MU.3.F.2.1: Identify musicians in the school, community, and media.
e.g., band, chorus, and/or orchestra member; music teacher; cantor, choir director, or song leader in religious services
MU.3.F.2.2: Describe opportunities for personal music-making.
e.g., performing ensembles, individual lessons, community and church music groups, family, playground, computer-generated music
MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.
e.g., work together, communicate effectively, share tasks and responsibilities, work well in cooperative learning groups
MU.3.H.1.1: Compare indigenous instruments of specified cultures.
e.g., congas, dundun drums, maracas, dulcimer, darabukah
MU.3.H.1.2: Identify significant information about specified composers and one or more of their musical works.
MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures.
e.g., metals, woods, shakers, strings, voice: adult, child
MU.3.H.2.1: Discuss how music in America was influenced by people and events in its history.
e.g., slavery, expansion of railroad, jazz, war, politics
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.
e.g., in dance, visual art, language arts, pulse, rhythm, fluency
MU.3.O.1.1: Identify, using correct music vocabulary, the elements in a musical work.
e.g., rhythm, pitch, timbre, form
MU.3.O.1.2: Identify and describe the musical form of a familiar song.
e.g., AB, ABA, ABABA, call-and-response, verse/refrain, rondo, intro, coda
MU.3.O.2.1: Rearrange melodic or rhythmic patterns to generate new phrases.
MU.3.O.3.1: Describe how tempo and dynamics can change the mood or emotion of a piece of music.
MU.3.S.1.1: Improvise rhythms or melodies over ostinati.
MU.3.S.1.2: Create an alternate ending to a familiar song.
e.g., dynamics, tempo, lyrics
MU.3.S.2.1: Identify patterns in songs to aid the development of sequencing and memorization skills.
e.g., parts of a round, parts of a layered work
MU.3.S.3.1: Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
MU.3.S.3.2: Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.
MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight.
e.g., reading from hand signs; reading from nontraditional or traditional notation
MU.3.S.3.4: Match simple aural rhythm patterns in duple and triple meter with written patterns.
e.g., 2/4, 3/4, 4/4
MU.3.S.3.5: Notate simple rhythmic and melodic patterns using traditional notation.
e.g., rhythmic: quarter notes, beamed eighth notes, half notes, quarter rests, half rests; melodic: la-sol-mi-do
LAFS.3.RI.1.1 (Archived Standard): Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
LAFS.3.SL.1.2 (Archived Standard): Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.3.SL.1.3 (Archived Standard): Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
PE.3.C.2.2: Understand the importance of safety rules and procedures in all physical activities.
An example of a safety procedure is wearing a helmet when riding a bicycle.
PE.3.M.1.10: Perform one dance accurately.
Some examples of dances are square, contra, step and social.
DA.3.H.1.1: Practice and perform social, cultural, or folk dances, using associated traditional music, to identify commonalities and differences.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
VA.3.H.1.3: Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.

General Course Information and Notes


Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points 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.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

The purpose of this course is to enable students with disabilities to develop awareness and appreciation of the visual and performing arts. Art instruction includes experimenting with a variety of concepts and ideas in art while using materials correctly and safely to convey personal interests. Students learn to use accurate art vocabulary during the creative process to describe and talk about their work. Observation skills, prior knowledge and art criticism skills are employed to reflect on and interpret works of art. During the creative process, students use accurate art terms and procedures, as well as time-management and collaborative skills.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Language Arts. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: {{AzureStorageLink}}/uploads/docs/standards/eld/la.pdf.

For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at

General Information

Course Number: 7713035 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS MUSIC GRADE 3
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved

Educator Certifications

Music Education (Elementary Grades 1-6)
Music (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12)
Mentally Handicapped (Elementary and Secondary Grades K-12)
Emotionally Handicapped (Elementary and Secondary Grades K-12)
Specific Learning Disabilities (Elementary and Secondary Grades K-12)

There are more than 53 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: