Access Music Grade 5 (#7713045) 

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Course Standards

Name Description
MU.5.C.1.1: Discuss and apply listening strategies to support appreciation of musical works.
e.g., focus: structure, instrumentation, tempo, dynamics, melodic line, rhythm patterns, style/genre; organize: listening maps, active listening, checklists
MU.5.C.1.2: Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
e.g., title, historical notes, quality recordings, instrumentation, expressive elements
MU.5.C.1.3: Identify, aurally, selected instruments of the band and orchestra.
e.g., violin, cello, string bass, flute, clarinet, oboe, bassoon, trumpet, trombone, tuba, French horn, bass drum, snare drum, xylophone, chimes, piano, harpsichord
MU.5.C.1.4: Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
MU.5.C.2.1: Define criteria, using correct music vocabulary, to critique one's own and others performance.
e.g., intonation, balance, blend, timbre
MU.5.C.2.2: Describe changes, using correct music vocabulary, in one's own and/or others performance over time.
MU.5.C.3.1: Develop criteria to evaluate an exemplary musical work from a specific period or genre.
MU.5.F.1.1: Create a performance, using 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.
e.g., music merchant, ticket agent, marketer, agent, security guard, food-and-beverage merchant
MU.5.F.2.2: Explain why live performances are important to the career of the artist and the success of performance venues.
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.
e.g., dedicated, works toward mastery, punctual, prepared, dependable, self-disciplined, solutions-oriented
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.
e.g., downloading music and other digital media, sharing personal and financial information, copying music
MU.5.H.1.1: Identify the purposes for which music is used within various cultures.
e.g., communication, celebration, ceremony
MU.5.H.1.2: Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
MU.5.H.1.3: Compare stylistic and musical features in works originating from different cultures.
e.g., use of rhythm, texture, tonality, use of folk melodies, improvisation, instrumentation, aural/oral traditions, principle drumming patterns
MU.5.H.2.1: Examine the contributions of musicians and composers for a specific historical period.
MU.5.H.2.2: Describe how technology has changed the way audiences experience music.
MU.5.H.3.1: Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
e.g., reading, writing, observing, listening, evaluating, embellishing, revising
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.
e.g., rhythm patterns, melody, timbre, form, tonality, harmony, meter, key; styles: Classical, Baroque, Romantic, nationalistic, jazz
MU.5.O.2.1: Create a new melody from two or more melodic motifs.
MU.5.O.3.1: Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
e.g., tempo, dynamics, timbre, texture, phrasing, articulation
MU.5.O.3.2: Perform expressive elements in a vocal or instrumental piece as indicated by the score and/or conductor.
MU.5.S.1.1: Improvise rhythmic and melodic phrases to create simple variations on familiar melodies.
MU.5.S.1.2: Compose short vocal or instrumental pieces using a variety of sound sources.
MU.5.S.1.3: Arrange a familiar song by manipulating specified aspects of music.
e.g., dynamics, tempo, lyrics, form, rhythm, instrumentation
MU.5.S.1.4: Sing or play simple melodic patterns by ear with support from the teacher.
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.
MU.5.S.2.2: Apply performance techniques to familiar music.
MU.5.S.3.1: Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.
MU.5.S.3.2: Play melodies and accompaniments, using proper instrumental technique, on pitched and unpitched instruments.
MU.5.S.3.3: Perform simple diatonic melodies at sight.
e.g., vocal and/or instrumental
MU.5.S.3.4: Play melodies and accompaniments, by ear, using classroom instruments.
MU.5.S.3.5: Notate rhythmic phrases and simple diatonic melodies using traditional notation.
e.g., rhythmic: quarter notes, beamed eighth notes, half notes, whole notes; corresponding rests; dotted half note; sixteenth notes; syncopation
LAFS.5.SL.1.2 (Archived Standard): Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
LAFS.5.SL.1.3 (Archived Standard): Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
TH.5.H.1.2: Participate in a performance to explore and celebrate a variety of human experiences.

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: 7713045 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS MUSIC GRADE 5
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)

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