Fresh Prince Of Bel-Air by Will Smith

Rapper’s Delight by The Sugarhill Gang

U Can’t Touch This by MC Hammer

It’s Like That by Run DMC

Tubular Bells by Mike Oldfield (Pop)

The Banana Rap by Jane Sebba (Hip Hop)

Happy by Pharrell Williams (Pop)

When I’m 64 by The Beatles (Pop)

Let The Bright Seraphim by Handel (Baroque)

Livin’ La Vida Loca by Ricky Martin (Latin/Pop)

Jai Ho by J.R. Rahman (Bhangra/Bollywood)

Lord Of The Dance by Ronan Hardiman (Irish)

Diggin’ On James Brown by Tower Of Power (Funk)

Imperial War March by John Williams (Film)

It Had Better Be Tonight by Michael Bublé (Latin/Big Band)

Why Don’t You by Gramophonedzie (Big Band/Dance)

Oya Como Va by Santana (Latin/Jazz)

Pure Imagination from Willy Wonka & The Chocolate Factory soundtrack

Daydream Believer by The Monkees

Rainbow Connection from The Muppet Movie

A Whole New World from Aladdin

The Firebird by Igor Stravinsky – 20th Century

The Bird by Sergei Prokofiev – 20th Century

Grand March from Aida by Giuseppe Verdi – Classical

Bolero by Maurice Ravel – 20th Century

The Lamb by John Tavener – Contemporary

• To know 5 songs off by heart.
• To know what the songs are about.
• To know and recognise the sound and names of some of the instruments they use.

• To learn how they can enjoy moving to music by dancing, marching, being animals or pop stars.

• To know that music has a steady pulse, like a heartbeat.
• To know that we can create rhythms from words, our names, favourite food, colours and animals.

• Game 1 – Have Fun Finding The Pulse! FInd the pulse. Choose an animal and find the pulse
• Game 2 – Rhythm Copy Back Listen to the rhythm and clap back. Copy back short rhythmic phrases based on words, with one and two syllables whilst marching to the steady beat.
• Game 3 – Rhythm Copy Back, Your Turn Create rhythms for others to copy
• Game 4 – Pitch Copy Back and Vocal Warm-up 1 Listen and sing back. Use your voices to copy back using ‘la’, whist marching to the steady beat
• Game 4a – Pitch Copy Back and Vocal Warm-up 2 Listen and sing back, and some different vocal warm-ups. Use your voices to copy back using ‘la’.

• To confidently sing or rap five songs from memory and sing them in unison.

• Learn about voices, singing notes of different pitches (high and low).
• Learn that they can make different types of sounds with their voices – you can rap or say words in rhythm.
• Learn to start and stop singing when following a leader.

• Learn the names of the notes in their instrumental part from memory or when written down.
• Learn the names of the instruments they are playing.

• Treat instruments carefully and with respect.
• Play a tuned instrumental part with the song they perform.
• Learn to play an instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note part, a simple part, medium part).
• Listen to and follow musical instructions from a leader.

• Improvisation is about making up your own tunes on the spot.
• When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• Everyone can improvise!

1. Clap and Improvise – Listen and clap back, then listen and clap your own answer (rhythms of words).
2. Sing, Play and Improvise – Use voices and instruments, listen and sing back, then listen and play your own answer using one or two notes.
3. Improvise! – Take it in turns to improvise using one or two notes.

• Composing is like writing a story with music.
• Everyone can compose.

• Help to create a simple melody using one, two or three notes.
• Learn how the notes of the composition can be written down and changed if necessary.

• A performance is sharing music with other people, called an audience.

• Choose a song they have learnt from the Scheme and perform it.
• They can add their ideas to the performance.
• Record the performance and say how they were feeling about it.

Listen and clap back, then listen and clap your own answer (rhythms of words).

Listen and clap back, then listen and clap your own answer (rhythms of words).

Listen and clap back, then listen and clap your own answer (rhythms of words).

Listen and clap back, then listen and clap your own answer (rhythms of words).

Using voices and instruments, listen and sing back, then listen and play your own answer using two notes, with C moving to D.

Using voices and instruments, listen and sing back, then listen and play your own answer using two notes, with F moving to G.

Using voices and instruments, listen and sing back, then listen and play your own answer using two notes, with C moving to D.

Using voices and instruments, listen and sing back, then listen and play your own answer using two notes, with C moving to D.

Take it in turns to improvise using C or C and D.

Take it in turns to improvise using F or F and G.

Take it in turns to improvise using C or C and D.

Take it in turns to improvise using C or C and D.

The Lion Sleeps Tonight sung by Soweto Gospel Choir

Bring Him Back by Hugh Masekela

You Can Call Me Al by Paul Simon

Hlokoloza by Arthur Mafokate

Suspicious Minds by Elvis Presley (Pop)

Sir Duke by Stevie Wonder (Funk)

Fly Me To The Moon by Frank Sinatra (Big Band/Jazz)

Smoke On The Water by Deep Purple

Rockin’ All Over The World by Status Quo

Johnny B.Goode by Chuck Berry

I Saw Her Standing There by The Beatles

Shine by ASWAD

IGY by Donald Fagen

Feel Like Jumping by Marcia Griffiths

I Can See Clearly Now  by Jimmy Cliff

We Go Together (from the Grease soundtrack)

You Give A Little Love (from Bugsy Malone)

That's What Friends Are For by Gladys Knight, Stevie Wonder, Dionne Warwick with Elton John

You've Got A Friend In Me by Randy Newman

Dance by Edvard Grieg - Romantic

Brandenburg Concerto  No 1 by Johann Sebastian Bach - Baroque

From The Diary Of A Fly by Béla Bartók - 20th Century

Fantasia On Greensleeves by Ralph Vaughn Williams - 20th century

Dance of The Sugar Plum Fairy by Pytor Tchaikovsky - Romantic

The Robots (Die Roboter) by Kraftwerk - Contemporary

• To know five songs off by heart.
• To know some songs have a chorus or a response/answer part.
• To know that songs have a musical style.

• To learn how they can enjoy moving to music by dancing, marching, being animals or pop stars.
• To learn how songs can tell a story or describe an idea.

• To know that music has a steady pulse, like a heartbeat.
• To know that we can create rhythms from words, our names, favourite food, colours and animals.
• Rhythms are different from the steady pulse.
• We add high and low sounds, pitch, when we sing and play our instruments

• Game 1 - Have Fun Finding the Pulse! Find the pulse. Choose an animal and find the pulse.
• Game 2 - Rhythm Copy Back Listen to the rhythm and clap back. Copy back short rhythmic phrases based on words, with one and two syllables whilst marching the steady beat.
• Game 3 - Rhythm Copy Back, Your Turn Create rhythms for others to copy.
• Game 4 - Pitch Copy Back and Vocal Warm-up 1 Listen and sing back. Use your voices to copy back using ‘la’, whilst marching the steady beat.
• Game 4a - Pitch Copy Back and Vocal Warm-up 2 Listen and sing back, and some different vocal warm-ups. Use your voices to copy back using ‘la’.

• To confidently know and sing five songs from memory.
• To know that unison is everyone singing at the same time.
• Songs include other ways of using the voice e.g. rapping (spoken word).
• To know why we need to warm up our voices.

• Learn about voices singing notes of different pitches (high and low).
• Learn that they can make different types of sounds with their voices - you can rap (spoken word with rhythm).
• Learn to find a comfortable singing position.
• Learn to start and stop singing when following a leader.

• Learn the names of the notes in their instrumental part from memory or when written down.
• Know the names of untuned percussion instruments played in class.

• Treat instruments carefully and with respect.
• Learn to play a tuned instrumental part that matches their musical challenge, using one of the differentiated parts (a one-note, simple or medium part).
• Play the part in time with the steady pulse.
• Listen to and follow musical instructions from a leader.

• Improvisation is making up your own tunes on the spot.
• When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• Everyone can improvise, and you can use one or two notes.

1. Clap and Improvise - Listen and clap back, then listen and clap your own answer (rhythms of words).
2. Sing, Play and Improvise - Use voices and instruments, listen and sing back, then listen and play your own answer using one or two notes.
3. Improvise! - Take it in turns to improvise using one or two notes.

• Composing is like writing a story with music.
• Everyone can compose.

• Help create three simple melodies with the Units using one, three or five different notes.
• Learn how the notes of the composition can be written down and changed if necessary.

• A performance is sharing music with an audience.
• A performance can be a special occasion and involve a class, a year group or a whole school.
• An audience can include your parents and friends.

• Choose a song they have learnt from the Scheme and perform it.
• They can add their ideas to the performance.
• Record the performance and say how they were feeling about it.

• To know five songs from memory and who sang them or wrote them.
• To know the style of the five songs.
• To choose one song and be able to talk about:
  • Its lyrics: what the song is about
  • Any musical dimensions featured in the song, and where they are used (texture, dynamics, tempo, rhythm and pitch)
  • Identify the main sections of the song (introduction, verse,chorus etc.)
    Name some of the instruments they heard in the song

• To confidently identify and move to the pulse.
• To think about what the words of a song mean.
• To take it in turn to discuss how the song makes them feel.
• Listen carefully and respectfully to other people’s thoughts about the music.

• Know how to find and demonstrate the pulse.
• Know the difference between pulse and rhythm.
• Know how pulse, rhythm and pitch work together to create a song.
• Know that every piece of music has a pulse/steady beat.
• Know the difference between a musical question and an answer.

1. Find the Pulse
2. Rhythm Copy Back:
   • a.  Bronze: Clap and say back rhythms
   • b.  Silver: Create your own simple rhythm patterns
   • c.  Gold: Perhaps lead the class using their simple rhythms
3. Pitch Copy Back Using 2 Notes
   • a.  Bronze: Copy back - ‘Listen and sing back’ (no notation)
   • b.  Silver: Copy back with instruments, without then with notation
   • c.  Gold: Copy back with instruments, without and then with notation
4. Pitch Copy Back and Vocal Warm-ups

To know and be able to talk about:

• Singing in a group can be called a choir
• Leader or conductor: A person who the choir or group follow
• Songs can make you feel different things e.g. happy, energetic or sad
• Singing as part of an ensemble or large group is fun, but that you mustlisten to each other
• To know why you must warm up your voice

• To sing in unison and in simple two-parts.
• To demonstrate a good singing posture.
• To follow a leader when singing.To enjoy exploring singing solo.
• To sing with awareness of being ‘in tune’.
• To have an awareness of the pulse internally when singing.

• The instruments used in class (a glockenspiel, a recorder)

• To treat instruments carefully and with respect.
• Play any one, or all of four, differentiated parts on a tuned instrument -
  a one-note, simple or medium part or the melody of the song) from memory or using notation.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.

• Improvisation is making up your own tunes on the spot
• When someone improvises, they make up their own tune that has never been heard before.
• It is not written down and belongs to them
  To know that using one or two notes confidently is better than usingfive
• To know that if you improvise using the notes you are given, you cannot make a mistake

• Bronze Challenge:
  • Copy Back - Listen and sing back
  • Play and Improvise - Using instruments, listen and play your own answer using one note.
  • Improvise! - Take it in turns to improvise using one note.
• Silver Challenge:
  • Sing, Play and Copy Back - Listen and copy back using instruments, using two different notes.
  • Play and Improvise - Using your instruments, listen and play your own answer using one or two notes.
  • Improvise! - Take it in turns to improvise using one or two notes.
• Gold Challenge:
  • Sing, Play and Copy Back - Listen and copy back using instruments, two different notes.
  • Play and Improvise - Using your instruments, listen and play your own answer using two different notes.
  • Improvise! - Take it in turns to improvise using three different notes.

• A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• Different ways of recording compositions (letter names, symbols, audio etc.)

• Help create at least one simple melody using one, three or five different notes.
• Plan and create a section of music that can be performed within the context of the unit song.
• Talk about how it was created.
• Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
• Record the composition in any way appropriate that recognises theconnection between sound and symbol (e.g. graphic/pictorial notation).

• Performing is sharing music with other people, an audience
• A performance doesn’t have to be a drama! It can be to one person or to each other
• You need to know and have planned everything that will be performed
• You must sing or rap the words clearly and play with confidence
• A performance can be a special occasion and involve an audience including of people you don’t know
• It is planned and different for each occasion
• It involves communicating feelings, thoughts and ideas about the
  song/music

• To choose what to perform and create a programme.
• To communicate the meaning of the words and clearly articulate them.
• To talk about the best place to be when performing and how to standor sit.
• To record the performance and say how they were feeling, what they were pleased with what they would change and why.

Dancing Queen by ABBA

The Winner Takes It All by ABBA

Waterloo by ABBA

Super Trouper by ABBA

Thank You For The Music by ABBA

Two-Way Radio

Flea, Fly, Mosquito Rigadoon

Mamma Mia

Portsmouth

Strictly D

Play Your Music

Drive

 Radetzky Marsch by Strauss (Classical)

 Can’t Stop The Feeling! by Justin Timberlake (Pop)

Libertango by Astor Piazzolla (Tango)

Mas Que Nada performed by Sérgio Mendes featuring Black Eyed Peas

Shackles (Praise You) by Mary Mary (Gospel)

Amazing Grace by Elvis Presley (Gospel)

Ode To Joy Symphony No 9 by Beethoven (Romantic – Western Classical)

Lean On Me by The ACM Gospel Choir (Gospel)

Hey Jude by The Beatles

Can’t Buy Me Love by The Beatles

Yesterday by The Beatles

Let It Be by The Beatles

The Arrival Of The Queen Of Sheba by Handel (Baroque)

Moonlight Sonata by Beethoven (Romantic)

Bridal Chorus (Wedding March) by Wagner (Romantic)

Rhapsody In Blue by Gershwin (20th Century)

Einstein On The Beach by Philip Glass (Contemporary)

• To know five songs from memory and who sang them or wrote them. To know the style of the five songs.
• To choose one song and be able to talk about:
• Some of the style indicators of that song (musical characteristics that give the song its style).
• The lyrics: what the song is about.
• Any musical dimensions featured in the song and where they are used (texture, dynamics, tempo, rhythm and pitch).
• Identify the main sections of the song (introduction, verse, chorus etc).
• Name some of the instruments they heard in the song.

• To confidently identify and move to the pulse.
• To talk about the musical dimensions working together in the Unit songs eg if the song gets louder in the chorus (dynamics).
• Talk about the music and how it makes them feel.
• Listen carefully and respectfully to other people’s thoughts about the music.
• When you talk try to use musical words.

• How pulse, rhythm and pitch work together
• Pulse: Finding the pulse – the heartbeat of the music
• Rhythm: the long and short patterns over the pulse
• Know the difference between pulse and rhythm
• Pitch: High and low sounds that create melodies
• How to keep the internal pulse
• Musical Leadership: creating musical ideas for the group to copy or respond to

1. Find the Pulse
2. Rhythm Copy Back:
   • Bronze: Clap and say back rhythms
   • Silver: Create your own simple rhythm patterns
   • Gold: Perhaps lead the class using their simple rhythms
3. Pitch Copy Back Using 2 Notes
   • Bronze: Copy back – ‘Listen and sing back’ (no notation)
   • Silver: Copy back with instruments, without then with notation
   • Gold: Copy back with instruments, without and then with notation
4. Pitch Copy Back and Vocal Warm-ups

• Singing in a group can be called a choir
• Leader or conductor: A person who the choir or group follow
• Songs can make you feel different things e.g. happy, energetic or sad
• Singing as part of an ensemble or large group is fun, but that you must listen to each other
• Texture: How a solo singer makes a thinner texture than a large group
• To know why you must warm up your voice

• To sing in unison and in simple two-parts.
• To demonstrate a good singing posture.
• To follow a leader when singing.
• To enjoy exploring singing solo.
• To sing with awareness of being ‘in tune’.
• To rejoin the song if lost.
• To listen to the group when singing.

• The instruments used in class (a glockenspiel, recorder or xylophone).
• Other instruments they might play or be played in a band or orchestra or by their friends.

• To treat instruments carefully and with respect.
• Play any one, or all four, differentiated parts on a tuned instrument – a one-note, simple or medium part or the melody of the song from memory or using notation.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.
• To experience leading the playing by making sure everyone plays in the playing section of the song.

• Improvisation is making up your own tunes on the spot
• When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• To know that using one or two notes confidently is better than using five
• To know that if you improvise using the notes you are given, you cannot make a mistake
• To know that you can use some of the riffs you have heard in the Challenges in your improvisations

• Bronze Challenge:
  • Copy Back – Listen and sing back melodic patterns
  • Play and Improvise – Using instruments, listen and play your own answer using one note.
  • Improvise! – Take it in turns to improvise using one note.
• Silver Challenge:
  • Sing, Play and Copy Back – Listen and copy back using instruments, using two different notes.
  • Play and Improvise – Using your instruments, listen and play your own answer using one or two notes.
  • Improvise! – Take it in turns to improvise using one or two notes.
• Gold Challenge:
  • Sing, Play and Copy Back – Listen and copy back using instruments, two different notes.
  • Play and Improvise – Using your instruments, listen and play your own answer using two different notes.
  • Improvise! – Take it in turns to improvise using three different notes.

• To know and be able to talk about:
• A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• Different ways of recording compositions (letter names, symbols, audio etc.)

• Help create at least one simple melody using one, three or all five different notes.
• Plan and create a section of music that can be performed within the context of the unit song.
• Talk about how it was created.
• Listen to and reflect upon the developing composition and make musical decisions about pulse, rhythm, pitch, dynamics and tempo.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

• Performing is sharing music with other people, an audience
• A performance doesn’t have to be a drama! It can be to one person or to each other
• You need to know and have planned everything that will be performed
• You must sing or rap the words clearly and play with confidence
• A performance can be a special occasion and involve an audience including of people you don’t know
• It is planned and different for each occasion
• It involves communicating feelings, thoughts and ideas about the song/music

• To choose what to perform and create a programme.
• Present a musical performance designed to capture the audience.
• To communicate the meaning of the words and clearly articulate them.
• To talk about the best place to be when performing and how to stand or sit.
• To record the performance and say how they were feeling, what they were pleased with what they would change and why.

• To know five songs from memory, who sang or wrote them, when they were written and, if possible, why?
• To know the style of the five songs and to name other songs from the Units in those styles.
• To choose two or three other songs and be able to talk about:
  • Some of the style indicators of the songs (musical characteristics that give the songs their style)
  • The lyrics: what the songs are about
  • Any musical dimensions featured in the songs and where they are used (texture, dynamics, tempo, rhythm and pitch)
  • Identify the main sections of the songs (intro, verse, chorus etc.)
  • Name some of the instruments they heard in the songs
  • The historical context of the songs. What else was going on at this time?

• To identify and move to the pulse with ease.
• To think about the message of songs.
• To compare two songs in the same style, talking about what stands out musically in each of them, their similarities and differences.
• Listen carefully and respectfully to other people’s thoughts about the music.
• When you talk try to use musical words.
• To talk about the musical dimensions working together in the Unit songs.
• Talk about the music and how it makes you feel.

• How pulse, rhythm, pitch, tempo, dynamics, texture and structure work together and how they connect in a song
• How to keep the internal pulse
• Musical Leadership: creating musical ideas for the group to copy or respond to

• Bronze Challenge
  • Find the pulse
  • Copy back rhythms based on the words of the main song, that include syncopation/off beat
  • Copy back one-note riffs using simple and syncopated rhythm patterns
• Silver Challenge
  • Find the pulse
  • Lead the class by inventing rhythms for others to copy back
  • Copy back two-note riffs by ear and with notation
  • Question and answer using two different notes
• Gold Challenge
  • Find the pulse
  • Lead the class by inventing rhythms for them to copy back
  • Copy back three-note riffs by ear and with notation
  • Question and answer using three different notes

• To know and confidently sing five songs and their parts from memory, and to sing them with a strong internal pulse.
• To choose a song and be able to talk about:
  • Its main features
  • Singing in unison, the solo, lead vocal, backing vocals or rapping
  • To know what the song is about and the meaning of the lyrics
  • To know and explain the importance of warming up your voice

• To sing in unison and to sing backing vocals.
• To enjoy exploring singing solo.
• To listen to the group when singing.
• To demonstrate a good singing posture.
• To follow a leader when singing.
• To experience rapping and solo singing.
• To listen to each other and be aware of how you fit into the group.
• To sing with awareness of being ‘in tune’.

• Different ways of writing music down – e.g. staff notation, symbols
• The notes C, D, E, F, G, A, B + C on the treble stave
• The instruments they might play or be played in a band or orchestra or by their friends

• Play a musical instrument with the correct technique within the context of the Unit song.
• Select and learn an instrumental part that matches their musical challenge, using one of the differentiated parts – a one-note, simple or medium part or the melody of the song from memory or using notation.
• To rehearse and perform their part within the context of the Unit song.
• To listen to and follow musical instructions from a leader.
• To lead a rehearsal session.

• Improvisation is making up your own tunes on the spot
• When someone improvises, they make up their own tune that has never been heard before. It is not written down and belongs to them.
• To know that using one or two notes confidently is better than using five
• To know that if you improvise using the notes you are given, you cannot make a mistake
• To know that you can use some of the riffs you have heard in the Challenges in your improvisations
• To know three well-known improvising musicians

1. Play and Copy Back

Bronze – Copy back using instruments. Use one note.

Silver – Copy back using instruments. Use the two notes.

Gold – Copy back using instruments. Use the three notes.

1. Play and Improvise You will be using up to three notes:

Bronze – Question and Answer using instruments. Use one note in your answer.

Silver – Question and Answer using instruments. Use two notes in your answer. Always start on a G.

Gold – Question and Answer using instruments. Use three notes in your answer. Always start on a G.

1. Improvisation! You will be using up to three notes. The notes will be provided on-screen and in the lesson plan:

Bronze – Improvise using one note.

Silver – Improvise using two notes.

Gold – Improvise using three notes.

Classroom Jazz 2 – Improvise with a feeling for the style of Bossa Nova and Swing using the notes D, E, G, A + B (pentatonic scale/a five-note pattern)

• A composition: music that is created by you and kept in some way. It’s like writing a story. It can be played or performed again to your friends.
• A composition has pulse, rhythm and pitch that work together and are shaped by tempo, dynamics, texture and structure
• Notation: recognise the connection between sound and symbol

• Create simple melodies using up to five different notes and simple rhythms that work musically with the style of the Unit song.
• Explain the keynote or home note and the structure of the melody.
• Listen to and reflect upon the developing composition and make musical decisions about how the melody connects with the song.
• Record the composition in any way appropriate that recognises the connection between sound and symbol (e.g. graphic/pictorial notation).

• Performing is sharing music with other people, an audience
• A performance doesn’t have to be a drama! It can be to one person or to each other
• Everything that will be performed must be planned and learned
• You must sing or rap the words clearly and play with confidence
• A performance can be a special occasion and involve an audience including of people you don’t know
• It is planned and different for each occasion
• A performance involves communicating ideas, thoughts and feelings about the song/music

1. To choose what to perform and create a programme.
2. To communicate the meaning of the words and clearly articulate them.
3. To talk about the venue and how to use it to best effect.
4. To record the performance and compare it to a previous performance.
5. To discuss and talk musically about it – “What went well?” and “It would have been even better if...?”

Don’t Worry, Be Happy sung by Bobby McFerrin

Walking On Sunshine sung by Katrina And The Waves

When You’re Smiling sung by Frank Sinatra

Love Will Save The Day sung by Brendan Reilly

Speaking My Peace by

H. Parlan

Back ‘O’Town Blues by Earl Hines

One ‘O’ Clock Jump by Count Basie

Fishing Song

One Fine Day sung by The Chiffons

Up On The Roof sung by The Drifters

Will You Still Love Me Tomorrow

(You Make Me Feel Like) A Natural Woman sung by Carole King

O by Shiva Feshareki

V-A-C Moscow by Shiva Feshareki

Heroes & Villains by Eska

Shades Of Blue by Eska

And! by Afrodeutsche

The Middle Middle by Afrodeutsche

Armide Overture by Jean-Baptiste Lully – Baroque

The Marriage of Figaro: Overture by Mozart – Classical

Erlkönig, D.328 Op. 1 Wer reitet so spät by Franz Schubert – Romantic

Sonata for Horn in F by Paul Hindemith – 20th century

Homelands by Nitin Sawhney – Contemporary