Areas of study – Paper 1
Cambridge IGCSE™ / IGCSE (9–1)
Music
For examination from 2026
,© Cambridge University Press & Assessment 2024 v2
Cambridge Assessment International Education is part of Cambridge University Press & Assessment.
Cambridge University Press & Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to centres to photocopy any material that is acknowledged to a third party even for internal use
within a centre.
,Contents
Introduction ..................................................................................................................................... 4
Area of study 1: Baroque music ...................................................................................................... 5
Focus work: Vivaldi (1678–1741) ................................................................................................ 5
Focus work: Handel 1685–1759 .................................................................................................. 8
Area of study 2: Classical music ................................................................................................... 11
Focus work: Mozart (1756–1791) .............................................................................................. 11
Area of study 3: Romantic music................................................................................................... 15
Focus work: Smetana: Vltava from Ma Vlast ............................................................................. 15
Area of study 4: Music and words ................................................................................................. 19
Focus area: Art song for solo voice ........................................................................................... 19
Focus area: Music for choirs...................................................................................................... 20
Focus area: Popular song and songs from musicals ................................................................. 21
Area of study 5: Music for dance ................................................................................................... 23
Focus area: Tango .................................................................................................................... 23
Focus area: Salsa ..................................................................................................................... 25
Focus area: EDM (Electronic Dance Music) .............................................................................. 27
Area of study 6: Music for small ensemble .................................................................................... 31
Focus area: Silk and bamboo ensembles .................................................................................. 31
Focus area: Hindustani classical music ..................................................................................... 33
Focus area: Arab takht ensembles ............................................................................................ 35
Area of study 7: Music for stage and screen ................................................................................. 38
Focus area: Ballet music ........................................................................................................... 38
Focus area: Film music ............................................................................................................. 39
Focus area: Computer game music ........................................................................................... 41
, Areas of study
Introduction
Areas of study
Areas of study 1–3 cover repertoire of the western classical tradition and include ‘focus works’, enabling
candidates to learn the skills of score reading and simple analysis. Candidates will apply their knowledge and
understanding to extracts in the examination which will be related to the focus works in structure, genre or
style.
Areas of study 4–7 include a wide variety of music from different cultures and extend the range of repertoire
from the early twentieth century to the present day. Candidates will learn how musical features are combined
and used to create music for distinct purposes and in different contexts.
Centres are encouraged to tailor their choice of listening to the school’s context and candidates’ interests.
Focus works
Candidates are expected to study each focus work listed for areas of study 1–3. These works have been
selected to exemplify the features found in music of the focus area. Study of these works will enable candidates
to answer questions on related works in the exam. The focus works will not be used in the exam.
Wider listening
Wider listening examples for areas of study 1–3 are intended to broaden candidates’ listening experience
within each area of study. Starting points in areas of study 4–7 are chosen to exemplify many of the main
features of each style. Any listed examples are not prescribed or exhaustive and centres are encouraged to
engage with each area of study in a way which appeals to their candidates, including through use of local and
popular musical styles and examples.
The wider listening works are suggestions that may be used by teachers if they find them to be helpful, but
they may be freely substituted with other pieces.
The set works and wider listening have been selected to include a range of pieces by both famous and lesser-
known composers.
In areas of study 1–3, the suggested repertoire would allow teachers to explore the development of concertos,
keyboard music, chamber music and the orchestra from the baroque to the romantic periods, if they wished to
follow a linear approach, but there is no expectation that they should do so.
Syllabus
When planning your course, your starting point should be the syllabus. This contains information not only on
the curriculum content but also the overall aims and assessment objectives. It gives details of the papers, the
grade descriptions and additional information (such as the minimum marks needed for particular grades). It is
most important that you become thoroughly familiar with all parts of the syllabus document.
School Support Hub
The School Support Hub provides a wide range of teaching and learning resources to help you and your
learners to understand exactly what Cambridge expects of candidates in examinations and will help you to
prepare your learners appropriately.
It is important to make sure that you have access to the School Support Hub. You can obtain a login from your
Examinations Officer.
4
Cambridge IGCSE™ / IGCSE (9–1)
Music
For examination from 2026
,© Cambridge University Press & Assessment 2024 v2
Cambridge Assessment International Education is part of Cambridge University Press & Assessment.
Cambridge University Press & Assessment is a department of the University of Cambridge.
Cambridge University Press & Assessment retains the copyright on all its publications. Registered centres
are permitted to copy material from this booklet for their own internal use. However, we cannot give
permission to centres to photocopy any material that is acknowledged to a third party even for internal use
within a centre.
,Contents
Introduction ..................................................................................................................................... 4
Area of study 1: Baroque music ...................................................................................................... 5
Focus work: Vivaldi (1678–1741) ................................................................................................ 5
Focus work: Handel 1685–1759 .................................................................................................. 8
Area of study 2: Classical music ................................................................................................... 11
Focus work: Mozart (1756–1791) .............................................................................................. 11
Area of study 3: Romantic music................................................................................................... 15
Focus work: Smetana: Vltava from Ma Vlast ............................................................................. 15
Area of study 4: Music and words ................................................................................................. 19
Focus area: Art song for solo voice ........................................................................................... 19
Focus area: Music for choirs...................................................................................................... 20
Focus area: Popular song and songs from musicals ................................................................. 21
Area of study 5: Music for dance ................................................................................................... 23
Focus area: Tango .................................................................................................................... 23
Focus area: Salsa ..................................................................................................................... 25
Focus area: EDM (Electronic Dance Music) .............................................................................. 27
Area of study 6: Music for small ensemble .................................................................................... 31
Focus area: Silk and bamboo ensembles .................................................................................. 31
Focus area: Hindustani classical music ..................................................................................... 33
Focus area: Arab takht ensembles ............................................................................................ 35
Area of study 7: Music for stage and screen ................................................................................. 38
Focus area: Ballet music ........................................................................................................... 38
Focus area: Film music ............................................................................................................. 39
Focus area: Computer game music ........................................................................................... 41
, Areas of study
Introduction
Areas of study
Areas of study 1–3 cover repertoire of the western classical tradition and include ‘focus works’, enabling
candidates to learn the skills of score reading and simple analysis. Candidates will apply their knowledge and
understanding to extracts in the examination which will be related to the focus works in structure, genre or
style.
Areas of study 4–7 include a wide variety of music from different cultures and extend the range of repertoire
from the early twentieth century to the present day. Candidates will learn how musical features are combined
and used to create music for distinct purposes and in different contexts.
Centres are encouraged to tailor their choice of listening to the school’s context and candidates’ interests.
Focus works
Candidates are expected to study each focus work listed for areas of study 1–3. These works have been
selected to exemplify the features found in music of the focus area. Study of these works will enable candidates
to answer questions on related works in the exam. The focus works will not be used in the exam.
Wider listening
Wider listening examples for areas of study 1–3 are intended to broaden candidates’ listening experience
within each area of study. Starting points in areas of study 4–7 are chosen to exemplify many of the main
features of each style. Any listed examples are not prescribed or exhaustive and centres are encouraged to
engage with each area of study in a way which appeals to their candidates, including through use of local and
popular musical styles and examples.
The wider listening works are suggestions that may be used by teachers if they find them to be helpful, but
they may be freely substituted with other pieces.
The set works and wider listening have been selected to include a range of pieces by both famous and lesser-
known composers.
In areas of study 1–3, the suggested repertoire would allow teachers to explore the development of concertos,
keyboard music, chamber music and the orchestra from the baroque to the romantic periods, if they wished to
follow a linear approach, but there is no expectation that they should do so.
Syllabus
When planning your course, your starting point should be the syllabus. This contains information not only on
the curriculum content but also the overall aims and assessment objectives. It gives details of the papers, the
grade descriptions and additional information (such as the minimum marks needed for particular grades). It is
most important that you become thoroughly familiar with all parts of the syllabus document.
School Support Hub
The School Support Hub provides a wide range of teaching and learning resources to help you and your
learners to understand exactly what Cambridge expects of candidates in examinations and will help you to
prepare your learners appropriately.
It is important to make sure that you have access to the School Support Hub. You can obtain a login from your
Examinations Officer.
4
