1

Teachers Guide
By: Michael Fibelkorn

Words and Music by Jonathan Larson

Arranged by Roger Emerson

Medium-Easy Difficulty
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TABLE OF CONTENTS
Unit Introduction.. 3
Learning Goals 3
National Standards.. 3
Score Study 4
Text.. 4
Historical Significance............................................................ 5
Melody 6
Harmony... 6
Rhythm 7
Timbre. 7
Texture 7
Form and Structure 7
The Heart................... 8
Lessons and Activities.. 8
Lesson #1 8
Assessment #1 9
Lesson #2 10
Assessment #2 12
Lesson #3 14
Assessment #3 16
Lesson #4 16
Assessment #4 17
Lesson #5 19
Assessment #5 20
Resources... 21
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Unit Introduction
Title: Seasons of Love, from Rent
Composed by: Jonathan Larson
Arranged by: Roger Emerson
Grade Level/Difficulty: Medium-Easy
Publisher: Finster & Lucy Music LTD. Co.

Learning Goals (Instructional

Objectives)
1. Students will perform syncopated patterns while maintaining musical
rhythmic context. (Skill) (Standard 4 and 5)
2. Students will improvise, vocally, to Seasons of Love while maintaining
musical context through the key and time signature. (Skill) (Standard 2)
3. Students will analyze and label chord structures of Seasons of Love while
identifying key signature with 80% accuracy. (Knowledge) (Standard 3 and
4)
4. Students will apply knowledge of key signatures and chord structure to
identify all suspensions within their part of Seasons of Love with 100%
accuracy. (Knowledge) (Standard 3)
5. Students will analyze and evaluate the other musical lines within Seasons of
Love to identify which parts had the melody and harmonies with 100%
accuracy. (Affective) (Standard 4)
6. Students will create musical phrasing/text painting for Seasons of Love
while maintaining musical and lyrical integrity. (Affective) (Standard 5)

National Music Standards

1. Standard 1: The teacher of PK-12 music has skills in pedagogy (planning, delivering
instruction, and assessment) for vocal, instrumental, and general music.
2. Standard 2: The teacher of PK-12 music has skills in creating, arranging, and
improvising.
3. Standard 3: The teacher of PK-12 music has skills in reading and writing music.
4. Standard 4: The teacher of PK-12 music has skills in listening to, analyzing,
describing, and performing music.
5. Standard 5: The teacher of PK-12 music has skills in selecting, analyzing,
interpreting, presenting, and evaluating music and music performance within the
context of music education.
6. Standard 6: The teacher of PK-12 music can assess musical knowledge and skills.
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7. Standard 7: The teacher of PK-12 music demonstrates professional responsibility

and reflective practice.

Score Study
The Text
About the Text:

From the musical Rent, the song Seasons of Love is about all the different ways life
can be measured. Whether it be in literal sunsets, minutes, relationships, or
hardships, Seasons of Love teaches how life is precious to everyone in their own
way. The musical Rent is all about what do we do with the time that we have. The
show deals with individuals getting STDs and having the option to live their life in
fear. Instead, they learned how short life really is and living their life in love is the best
way to be. Seasons of Love truly can teach someone to think about how they decide
to spend every minute of their daysis it worthwhile? Do I love what I do? Am I
fulfilling my dreams? These are all questions that came to me as I studied the score of
the piece, Seasons of Love.

Seasons of Love Lyrics

[All]
525,600 minutes
525,000 moments so dear
525,600 minutes
How do you measure, measure a year?

In daylights, in sunsets, in midnights, in cups of coffee

In inches, in miles, in laughter, in strife
In 525,600 minutes
How do you measure a year in the life?

How about love?

How about love?
How about love?
Measure in love
Seasons of love
Seasons of love

[Joanne]
525,600 minutes
525,000 journeys to plan
525,600 minutes
How do you measure the life of a woman or man?
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[Collins]
In truths that she learned, or in times that he cried
In bridges he burned, or the way that she died

[All]
It's time now to sing out
Though the story never ends
Let's celebrate, remember a year
In the life of friends

Remember the
Love
Remember the
Love
Remember the
Love
Measure in love

Seasons of love
Seasons of love [Joanne]
You got to, you got to
Remember the love
You know that love is
A gift from up above
Share love, give love
Spread love
Measure, measure your life in love

Historical Significance/Cultural Analysis:

Rent, by Jonathan Larson, is loosely based on Giacomo Puccini's opera La Bohme. La

Bohme is a story of a group of impoverished young artists struggling to survive and
create lives for themselves.

From the musical Rent, the song Seasons of Love is about all the different ways life
can be measured. Whether it be in literal sunsets, minutes, relationships, or
hardships, Seasons of Love teaches how life is precious to everyone in their own
way. The musical Rent is all about what do we do with the time that we have. The
show deals with individuals getting STDs and having the option to live their life in
fear. Instead, they learned how short life really is and living their life in love is the
best way to be. Seasons of Love truly can teach someone to think about how they
decide to spend every minute of their days.
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This is culturally and historically significant because we are in a society today that is
battling equal rights for all races, genders, and sexualitieswho all come from a
variety of backgrounds. In a secondary setting, students will come from most of
these demographics, which makes the message of this song all the more relevant.
This piece embodies how the choir room is a place for students to feel safe, unified,
and free to express who they truly are.

Melody:
The melody in Seasons of Love is like a game of catchmeaning that every part gets
a chance to receive it and pass it on to others. For instance, all parts begin in unison
with the melody at the beginning (m. 5-20). Altos take over m. 21-27. Then the
Baritones take over 29-32.

After a couple solos, and a repeat of the chorus, Sopranos finally get to take the lead
at measure 62 all the way to 77.

Overall, the melody symbolizes how everyone has their own story to tell in life and
Seasons of Love gives everyone that chance to be heard.

Harmony:

The defining harmonic aspects that make this song unique begins with its use
of unison in several sections of the piece. We can easily discuss the text
painting/symbolism that this musical decision can resemble.
Then then other defining harmonies that can be discussed can be the
suspensions/non-harmonic tones that take place on the first chord of each B
section and the final Bass movement and soprano/alto dissonance in the final
chord.
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About the Rhythm:

The rhythm is defined by the rests and syncopation that embodies every section.
Working on all of the eighth rests will easily lead into syncopated rhythms, as well as the
consecutive dotted eighth note patterns. Other rhythmic aspects that can be discussed
is the importance of hearing the moving line (aka: more black notes). With m. 62-77
having three different lines at once going on, it is important to know which line to
stress.

Timbre:

The color and tone of this piece can be diverse from measure 1, all the way to the end.
In times of unison, a light and bright tone can be usedbut not mistaken for a spread
thin sound. As the song develops into the harmonies in section Bs, a brassier color can
be used, as if each part is a soloist. When the oohs are introduced, we need to find
the right balance between a breathy ooh and a bright ooh to make a resonant yet
background sound color behind the soloists.

Texture:

The texture I would most likely point out in Seasons of Love is how all 3 voice types
have independent melodic lines at the end (m. 62-77). I could truly focus on
independence of holding a line against another opposing line. Texture of the piece is all
about the balance between the 3 parts (SAB). Throughout the piece, there is evidence
of the voices coming together, breaking apart in harmony, doing their own thing, and
other symbolic ways one can take the arrangement.

Form and Structure:

A (m. 1-20)
B (m. 21-32)
A (m. 33-44)
C (m. 45-48)
B (m. 49-61)
A (m. 62-77)
B (m. 78-85)
This ABACBAB form is kind of an extended rondo form with a slight variation at the
end. This can lead into discussion of the other forms and how to decide the labeling
of each section.
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The Heart:

Students come into choir class with the expectation that this class will be different and
more active than their other classes in the day. The heart of this piece begins with the
unison, showing we are all unified from all walks of life. It then breaks into a beautiful
harmony, showing how beautiful it is when people can get past their differences and
work together. There is then a section where all three voice parts have independent
lines, just like in the show, the characters are trying to each make it in the big city.

The heart of this piece is the message that not only the show and the text gives us, but
the meaning that the choir can create from their interpretation of the musical aspects
that are given in the music.

Lessons/Activities
Lesson 1
Small group improvisation (m. 62-69)

Objective: In small groups, students will improvise, vocally, to measures 62-69 of

Seasons of Love while maintaining musical context through the key and time
signature.

Standard Addressed:
2.2 PS The teacher improvises melodies and accompaniments that are stylistically
appropriate over various harmonic progressions for modeling and teaching
improvisation.

Materials Needed:
Piano
Seasons of Love Sheet music
Metronome (w/ speaker)
Open floor space and chairs for small group work
https://youtu.be/hj7LRuusFqo (Seasons of Love)

Warmup:
Improvisation Warmups: drone chord improvisation.
Students will drone tone on an Ain their comfortable and respective octaves.
Teacher will improvise with stepwise motion on solfege syllables at a free tempo over
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the top of the continuous drone. Teacher will have students discover what the teacher
just modeledwhich is improvising on solfege, by moving in stepwise motion. In
order to scaffold the warmup and have students become comfortable, start by having
small groups improvise over the drone tone. Continue this process until teacher has
solos or duets singing over the drone tone.

Activity:
1. T discusses the Cultural Significance and the Heart of the piece (no more
than 1-2 minutes)
2. T Plays recording ( https://youtu.be/hj7LRuusFqo ) of Seasons of Love.
3. T will ask What did you notice about the solos in the recording compared to
the sheet music? Partner up for 30 seconds.
4. Ss share while T guides them to improvisation
5. T replays https://youtu.be/hj7LRuusFqo measures 62-69 to demonstrate
improvisation.
6. T has students form small groups. Make sure each group has at least 1 Soprano,
1 Alto, 1 Tenor, and 1 Bassno more than 6 members in a group.
7. T plays accompaniment on piano m. 62-69 while class reviews their individual
partsno solos yet. T solos over the top
8. T passes out assessment worksheet and has groups read it and decide order
for 1 minute.
9. T is the accompanist. After each teammates attempt, teammates will receive
30 seconds to write comments and 1 minute to share those comments. Repeat
this process until each team member has received 3 opportunities to
improvise and has received comments in between each one.

Assessment:

Improvisation Peer Editing

Name: ______________________________ Name of Teammates:____________________________

_____________________________

____________________________

_____________________________

_____________________________
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Directions: Make sure each group has at least 1 Soprano, 1 Alto, 1 Tenor, and 1 Bass
no more than 6 members in a group. Each teammate will receive 3 attempts to improvise
to measures 62-69 of Seasons of Love. After each teammates attempt, teammates will
receive 30 seconds to write comments and 1 minute to share those comments. Repeat
this process until each team member has received 3 opportunities to improvise and has
received comments in between each one.
Names(s) Attempt #1 Attempt #2 Attempt #3

Lesson 2
Triads
Objective:
Students will analyze and label the I, IV, and V chord structures/triads in Seasons of
Love with 80% accuracy.
Standard Addressed:
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3.2 PS The teacher conducts from a variety of scores, reading multiple staves,
transpositions, clefs, and contemporary notation.

Materials needed:
Projector
Marker
Piano
Solfege chart that is visible to all
Pencils
Rubrics

Warmup:
Triad Warmups: Solfege triads challenge
After vocalizing as a full group for a warmup, the teacher will demonstrate the
solfege triad challenge. For example, if the teacher points at Do, they will sing Do,
mi, sol. Or if teacher points to Fa, they will sing Fa, La, Do. Teacher will continue
pointing to mainly Do, Fa, and Solbut can gradually choose other syllables if the
class is excelling.

Activity:
1. Teacher will place 4 measures of a blank staff projected onto the board.
2. Beside the staff, there will be 3 options written out: Do, Fa, and Sol. T will
explain that we will be singing some harmonies today but must use these 3
chords.
3. T has 4 volunteers write 1 chord for each measure.
4. T then has a 4 other volunteers come write out the solfege syllable options
for each chord (for example, I chord is do, mi, sol; IV chord is fa, la, do; V
chord is sol, ti, re)
5. T sets the key on the piano and plays the 4 measure composition
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6. T goes to board and has lower voices go do, do, re, middle voices go mi, fa,
sol, and upper voices go sol, la, sol.
7. T models lower voices and lower voices echo
8. T models middle voices and middle voices echo
9. Combine 2 voices
10. T adds in upper voices and polishes as needed
11. T adds in improvised triads based on the chord written.
12. T asks students What did I just do?
13. T guides students to triads
14. T asks for volunteers to be first improvisers (small group 4-5 preferably)
15. Continue this pattern until all have improvised.
16. After improvising is done, ask students to get into groups of 2 or 3 and find
all I, IV, and IV chords/triads (follow rubric for guidelines). Mention the triad
composition (refer to rubric).

Assessment:

Portfolio Rubric
Criteria 0 1 2 3

Triad Discovery No I, IV, or V triads 1 of the 3 triads 2 of the 3 triads All 3 triads were
were identified in were discovered in were discovered in discovered in
Seasons of Love. Seasons of Love. Seasons of Love. Seasons of Love.
Triads were not Triads were turned Triads were turned Triads were turned
turned in. in 2 class periods in 1 class period in on time.
late. late.
Triad Composition There was no use of 1 of 3 triad/chords 2 of 3 triads/chords All 3 triads/chords
a I, IV, or V were used in were used in were used in
triad/chord in the 4 composition. composition. composition.
measure 2 or less measures Only 3 of the 4 All 4 measures were
composition. were composed. measures were complete.
Composition was Composition was 2 complete. Composition was
not turned in. class periods late. Composition was 1 turned in on time.
class period late.
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Suspension Suspension was not Suspension was Suspension was Correct suspension
Discovery identified in turned in 2 class turned in 1 class was discovered in
Seasons of Love. periods late. period late. Seasons of Love.
Suspension was not Suspension was
turned in. turned in on time.
Suspension There was no use of 2 or less measures 3 of the 4 measures Correct use of a
Composition a suspension in were composed. were composed. suspension was
composition. Composition was 2 Composition was 1 composed.
Composition was class periods late. class periods late. All 4 measures were
not turned in. complete.
Composition was
turned in on time.
Melody Discovery No melody line 50% or less of 50-75% of melodies 75% or more of
discoveries were melodies in in Seasons of Love melodies in
turned in. Seasons of Love were discovered. Seasons of Love
were discovered. Discoveries were were discovered.
Discoveries were turned in 1 class Discoveries were
turned in 2 class period late. turned in on time
periods late.
Text Painting No text painting 1 of 3 text painting 2 of 3 text painting All 3 text painting
Discovery discoveries were examples in examples in examples in
turned in. Seasons of Love Seasons of Love Seasons of Love
were discovered. were discovered. were discovered.
Discoveries were Discoveries were Discoveries were
turned in 2 class turned in 1 class turned in on time.
periods late. period late.
Professionalism Portfolio was not Portfolio was Portfolio materials
turned in. turned in, but not in were turned in with
a folder. a folder.
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Triad Composition (see rubric for details)

Lesson 3
Rhythmic Independence/Drumming Choir
Objective:
Students will perform syncopated patterns on drums while maintaining musical
andrhythmic context in Seasons of Love, measures 33-48.

Standard Addressed:
3.2 PS The teacher conducts from a variety of scores, reading multiple staves,
transpositions, clefs, and contemporary notation.

Materials needed:
Open floor space for circle
https://youtu.be/hj7LRuusFqo (Seasons of Love)
Metronome
Hand drums of all kinds
Seasons of Love Music
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Warmup:
Syncopation/Rhythmic Warmups: Brain Dance (Breathing, tactile, core distal, head
movement, upper body, lower body, cross lateral, focus strategy, circles).
T will play https://youtu.be/hj7LRuusFqo (Seasons of Love) as students walk in.
Teacher begins breathing in and out and having the students mirror them. T then
moves to tactile, which can be touching objects, your arms, etc. T guides students to
then move on to core distal which is when the students ball up to their core then
expand their bodies as wide as they can. T continues to move through the remaining
steps of Brain Dancehead movement, upper and lower body, cross lateral, focus
strategies, and circlesto engage the students physically while having them get
used to moving to the beat.

Activity:
1. T has volunteers pass out hand drums, congas, and bongos as the rest of the
class gets in a circle.
2. T turns on metronome to 90 bpm begins from the top of Seasons just
playing the rhythms. T asks Ss to join in when they feel comfortable.
3. T continues all the way through then asks students to move back to m. 33
4. T models on drum m. 33-34
5. Ss echo back
6. T models on drum m. 35-36
7. Ss. Echo back
8. T combines measures and repeats this process to measure 48.
9. T uses some formative assessment to observe the choir drum m. 33-48 on the
metronome.
10. T refers students to the Rhythm Recording Rubric as their homework.
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Assessment:

Rubric for: Seasons Rhythm Recording

Criteria 0 1 2 3

Beat No video recording 10 or more 5-9 instance of 4 or less instances

was submitted. instances of losing losing the beat of losing the beat
the beat within the within the within the
rhythmic rhythmic rhythmic
performance. performance performance.
Performance No video recording Submission was 2 Submission was 1 Student submitted
Submission was submitted. class periods or class period late. on time.
more late. Only 50-90% of 100% of the
Only 50% or less the rhythmic rhythmic excerpt
of the rhythmic excerpt was was performed.
excerpt was performed.
performed.
Video Recording No video recording Individual could be Individual could be Individual could be
Quality was submitted. partially heard heard and seen for heard and seen
Individual could (49% or less) and a majority (50%- during the entire
not heard in the partially seen 99%) of the video video recording.
video. (49% or less) in recording.
the video
recording.
Rhythmic No video recording 10 or more errors 5-9 errors within 4 or less errors
Quality was submitted. within rhythmic the rhythmic line. within the
line. rhythmic line.

Lesson 4
Finding Melody

Objective:
Students will analyze and evaluate the other musical lines within Seasons of Love
to identify which parts had the melody and harmonies with 100% accuracy.

Standard Addressed:
4.2 CK The teacher understands the organization of sound in musical forms.
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Materials needed:
Seasons of Love Music
Audio Recording device
Aux chord
Highlighters
Pencils

Warmup:
Listening for Melody Warmups: blending (cluster hums to unified hums):
Teacher will ask students to hum whatever note they wishhigh or low. On the
count of three, T will cue in everyones hums. T will ask for students to try again, but
to hum at a mezzo-piano volume. On the third attempt, T will ask students to listen
to everyone elses hum and by the end of 10 seconds, everyone needs to be on the
same pitch. T can try cluster hum again to see if choir can adjust to unified note in 5
seconds or less.

Activity: Melody Recording/students discovering melody in Seasons of Love

1. Since class already has reviewed all the pitches to Seasons teacher will
have students perform whole piece while T secretly records.
2. T has all Ss sit down and listens to their recording.
3. Ss and T give feedback. T guides them to balance and melody.
4. T sings song in 10 measure chunks, having students highlight which part has
the melody.
5. Students perform again with new knowledge. Every time they have the
melody, they stand. If not, sit.
6. T records students again.
7. Ss make comments to evaluate themselves.

Assessment:

Portfolio Rubric
Criteria 0 1 2 3

Triad Discovery No I, IV, or V triads 1 of the 3 triads 2 of the 3 triads All 3 triads were
were identified in were discovered in were discovered in discovered in
Seasons of Love. Seasons of Love. Seasons of Love. Seasons of Love.
Triads were not Triads were turned Triads were turned Triads were turned
turned in. in 2 class periods in 1 class period in on time.
late. late.
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Triad Composition There was no use of 1 of 3 triad/chords 2 of 3 triads/chords All 3 triads/chords

a I, IV, or V were used in were used in were used in
triad/chord in the 4 composition. composition. composition.
measure 2 or less measures Only 3 of the 4 All 4 measures were
composition. were composed. measures were complete.
Composition was Composition was 2 complete. Composition was
not turned in. class periods late. Composition was 1 turned in on time.
class period late.
Suspension Suspension was not Suspension was Suspension was Correct suspension
Discovery identified in turned in 2 class turned in 1 class was discovered in
Seasons of Love. periods late. period late. Seasons of Love.
Suspension was not Suspension was
turned in. turned in on time.
Suspension There was no use of 2 or less measures 3 of the 4 measures Correct use of a
Composition a suspension in were composed. were composed. suspension was
composition. Composition was 2 Composition was 1 composed.
Composition was class periods late. class periods late. All 4 measures were
not turned in. complete.
Composition was
turned in on time.
Melody Discovery No melody line 50% or less of 50-75% of melodies 75% or more of
discoveries were melodies in in Seasons of Love melodies in
turned in. Seasons of Love were discovered. Seasons of Love
were discovered. Discoveries were were discovered.
Discoveries were turned in 1 class Discoveries were
turned in 2 class period late. turned in on time
periods late.
Text Painting No text painting 1 of 3 text painting 2 of 3 text painting All 3 text painting
Discovery discoveries were examples in examples in examples in
turned in. Seasons of Love Seasons of Love Seasons of Love
were discovered. were discovered. were discovered.
Discoveries were Discoveries were Discoveries were
turned in 2 class turned in 1 class turned in on time.
periods late. period late.
Professionalism Portfolio was not Portfolio was Portfolio materials
turned in. turned in, but not in were turned in with
a folder. a folder.
 19

Lesson 5
Artistic Decisions/Text Painting

Objective:
Students will create musical phrasing/text painting for Seasons of Love while
maintaining musical and lyrical integrity from beginning to end.

Standard Addressed:
4.1 CK The teacher knows technical and symbolic vocabulary of music.

Materials needed:
Staccato, Marcato, and Legato Slide Show
Slide show of Lyrical and musical guiding questions.
Piano
Seasons of Love Sheet Music
Pencils
Guiding questions on PowerPoint
Rubric readily available on board

Warmup:
Text Painting/Style Warmups: Staccato, Marcato, or legato PowerPoint surprise:
Teacher will have 3 slides on PowerPoint, labeled Staccato, Marcato, and Legato. As
warmups, scales, and vocal exercises are performed, T will change slide at random
times, causing the choir to change their style in the blink of an eye. Teacher will
model if needed.

Activity: Artistic Decisions/students discovering stylistic decisions for Seasons of

Love (m. 41-61)
1. T has students find a partner in no more than 15 seconds.
2. T puts Its time now to sing out, though the story never ends. Lets celebrate,
remember a year in the life of friends. What musical decisions could one
make to these lyrics? (example: crescendo/grow whole time).
3. T gives partners 1-2 minutes to discuss
4. T has Ss share.
5. T and Ss experiment style suggestions from students until the majority of the
class agrees on a musical decision.
6. Repeat process with lyrics all the way to measure 61.
7. Perform final version of m. 41-61.
8. Ask students to continue to work independently or in small groups to work
on the text painting assignment portion of their Portfolio Assignment.
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Assessment:

Portfolio Rubric
Criteria 0 1 2 3

Triad Discovery No I, IV, or V triads 1 of the 3 triads 2 of the 3 triads All 3 triads were
were identified in were discovered in were discovered in discovered in
Seasons of Love. Seasons of Love. Seasons of Love. Seasons of Love.
Triads were not Triads were turned Triads were turned Triads were turned
turned in. in 2 class periods in 1 class period in on time.
late. late.
Triad Composition There was no use of 1 of 3 triad/chords 2 of 3 triads/chords All 3 triads/chords
a I, IV, or V were used in were used in were used in
triad/chord in the 4 composition. composition. composition.
measure 2 or less measures Only 3 of the 4 All 4 measures were
composition. were composed. measures were complete.
Composition was Composition was 2 complete. Composition was
not turned in. class periods late. Composition was 1 turned in on time.
class period late.
Suspension Suspension was not Suspension was Suspension was Correct suspension
Discovery identified in turned in 2 class turned in 1 class was discovered in
Seasons of Love. periods late. period late. Seasons of Love.
Suspension was not Suspension was
turned in. turned in on time.
Suspension There was no use of 2 or less measures 3 of the 4 measures Correct use of a
Composition a suspension in were composed. were composed. suspension was
composition. Composition was 2 Composition was 1 composed.
Composition was class periods late. class periods late. All 4 measures were
not turned in. complete.
Composition was
turned in on time.
Melody Discovery No melody line 50% or less of 50-75% of melodies 75% or more of
discoveries were melodies in in Seasons of Love melodies in
turned in. Seasons of Love were discovered. Seasons of Love
were discovered. Discoveries were were discovered.
Discoveries were turned in 1 class Discoveries were
turned in 2 class period late. turned in on time
periods late.
Text Painting No text painting 1 of 3 text painting 2 of 3 text painting All 3 text painting
Discovery discoveries were examples in examples in examples in
turned in. Seasons of Love Seasons of Love Seasons of Love
were discovered. were discovered. were discovered.
 21

Discoveries were Discoveries were Discoveries were

turned in 2 class turned in 1 class turned in on time.
periods late. period late.

Professionalism Portfolio was not Portfolio was Portfolio materials

turned in. turned in, but not in were turned in with
a folder. a folder.

Resources:

Finster and Lucy Music LTD. Co. (Location of Seasons of Love Arrangement)
Kansas Educator Preparation Program Standards for Music (National Music
Standards)
"Seasons Of Love" by Rosario Dawson (YouTube Recording)