Access Music Grade 4 (#7713040) 

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.4.C.1.1: Develop effective listening strategies and describe how they can support appreciation of musical works.
e.g., listen for form, instrumentation, tempo, dynamics, melodic line, rhythm patterns; organize thoughts using listening maps, active listening, checklists
MU.4.C.1.2: Describe, using correct music vocabulary, what is heard in a specific musical work.
e.g., movement of melodic line, tempo, repeated and contrasting patterns
MU.4.C.1.3: Classify orchestral and band instruments as strings, woodwinds, brass, percussion, or keyboard.
MU.4.C.1.4: Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
MU.4.C.2.1: Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.
e.g., intonation, balance, blend, timbre, posture, breath support
MU.4.C.2.2: Critique specific techniques in one's own and others performances using teacher-established criteria.
MU.4.C.3.1: Describe characteristics that make various musical works appealing.
e.g., tempo, rhythm, dynamics, blend, timbre, form, texture, instrumentation
MU.4.F.1.1: Create new interpretations of melodic or rhythmic pieces by varying or adding dynamics, timbre, tempo, lyrics, and/or movement.
e.g., mallet use, vocal and instrumental changes, digital sounds, literature, poetry
MU.4.F.2.1: Describe roles and careers of selected musicians.
e.g., teacher, conductor, composer, studio musician, recording technician, sound engineer, entertainer
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.
e.g., punctual, prepared, dependable, self-disciplined, solutions-oriented, shows initiative, uses time wisely
MU.4.F.3.2: Discuss the safe, legal way to download songs and other media.
e.g., sharing personal and financial information, copying and sharing music
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.
MU.4.H.1.2: Describe the influence of selected composers on the musical works and practices or traditions of their time.
MU.4.H.1.3: Identify pieces of music that originated from cultures other than one's own.
MU.4.H.2.1: Perform, listen to, and discuss music related to Florida's history.
e.g., music of Stephen Foster; Spanish, African American, and Native American influences; folk music; early music used to heal, signal, impress, intimidate, immortalize
MU.4.H.2.2: Identify ways in which individuals of varying ages and cultures experience music.
e.g., live concert, musical theatre, Internet, recordings
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.
e.g., movement, form, repetition, rhythmic patterns/numeric patterns, fractions, vibrations/sound waves
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.
e.g., rules of rhythm, melody, timbre, form, tonality, harmony, meter; styles: Classical, Baroque
MU.4.O.2.1: Create variations for selected melodies.
MU.4.O.3.1: Identify how expressive elements and lyrics affect the mood or emotion of a song.
e.g., tempo, dynamics, phrasing, articulation
MU.4.O.3.2: Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.
MU.4.S.1.1: Improvise phrases, using familiar songs.
e.g., altering text, rhythm, pitch, melody
MU.4.S.1.2: Create melodic patterns using a variety of sound sources.
e.g., voice, instrument
MU.4.S.1.3: Arrange a familiar song for voices or instruments by manipulating form.
e.g., introduction, interlude/bridge, coda, ABA, rondo
MU.4.S.2.1: Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
MU.4.S.3.1: Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
MU.4.S.3.2: Play rounds, canons, or layered ostinati on classroom instruments.
MU.4.S.3.3: Perform extended pentatonic melodies at sight.
e.g., high do, low sol, low la; vocal and/or instrumental
MU.4.S.3.4: Play simple ostinati, by ear, using classroom instruments.
MU.4.S.3.5: Notate simple rhythmic phrases and extended pentatonic melodies using traditional notation.
e.g., rhythmic: quarter notes, beamed eighth notes, half notes, whole notes; corresponding rests; dotted half note; melodic: la-sol-mi-re-do
LAFS.4.RL.1.3 (Archived Standard): Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
LAFS.4.SL.1.2 (Archived Standard): Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.4.SL.1.3 (Archived Standard): Identify the reasons and evidence a speaker provides to support particular points.
PE.4.C.2.2: Understand the importance of safety rules and procedures in all physical activities, especially those that are high risk.
An example of a safety procedure is having students stand a safe distance away from a student swinging a golf club during striking activities.
PE.4.M.1.10: Perform two or more dances accurately.
Some examples of dances are line, square, contra, folk, step and social.
DA.4.H.3.3: Describe how dance and music can each be used to interpret and support the other.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
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.

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: 7713040 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS MUSIC GRADE 4
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 59 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: