Sounds like a good suggestion.
I am not a music specialist and I do find the MMC documentation more than overwhelming. Starting with something that all Primary Schools can use is a good way forward as it hopefully will encourage more teachers to be involved in sharing ideas.
In the MMC Appendix 3 there are lists of music to be listened to. There are also case studies. I guess the case studies are there as a starting point.
Below in green is the case study for Year 1.
It does give guidance on how to use the music although there is a lot there if you were going to use it in Assembly.
My thoughts are that something like this needs to be simplified to its bare bones to be useful to an Assembly Leader.
So just this red part from the Case Study Getting to know the music
• Start by listening to a recording of the work. Explain that this is a type of military march; can the class imagine troops marching along together, in time to the music? Perhaps some pupils have witnessed military parades – have they noticed how all the soldiers march in time with each other.
Case Studies
Year 1
The following case study demonstrates how to combine knowledge, skills and understanding in a practical way using Mozart’s Rondo alla Turca as a starting point.
Key words
• March
• Piano
• Octave
• Pulse/Beat
Context
Rondo alla Turca, written for piano by Mozart in 1783, is partly inspired by the sounds of the Turkish Janissary bands. Janissaries were the elite infantry units that formed the Ottoman Sultan’s household troops and were the first modern standing army in Europe. The Corps was most likely established during the reign of Murad I (1362–89).
Born in 1756 in Salzburg, Austria, Mozart was the definition of a child prodigy: he began picking up the basics of the piano when he was just three years old. The piano that Mozart played would have been much lighter and smaller than modern pianos. It also had far fewer notes, as it was two octaves shorter than a modern piano. As a composer, Mozart was known for his musical curiosity, and he sought opportunities to create music on commission and for many different people. As a result, he has a large output, writing over 600 pieces.
Getting to know the music
• Start by listening to a recording of the work. Explain that this is a type of military march; can the class imagine troops marching along together, in time to the music? Perhaps some pupils have witnessed military parades – have they noticed how all the soldiers march in time with each other?
• Invite pupils to march along to the music. Encourage them to feel the beat, taking care not to speed up or slow down.
• Much of music making is about listening and taking notice of others around you; is everyone marching in unison?
Building skills and understanding
• Explore the concept of an octave with your class. An octave is made up of eight notes and you could create a musical exercise to help bring this to life: marching forward for eight steps, turning around and marching back to the start.
• Create your own marching band, with each pupil playing a percussion instrument in time to a steady beat. Practise marching forward for eight steps, before pausing and marching forward again. Perform your march to another class.
Further ideas to consolidate learning
Numerous musicians have arranged Rondo alla Turca: you will find versions performed by folk groups, rock bands, DJs, orchestras, jazz combos and ensembles made up of ancient instruments. Listen to a selection of these with your pupils, identifying the different instrumental arrangements. Walk, tap and clap in time to some of these other arrangements to help emphasise the different speeds.
Perhaps links to different versions like this would be helpful.
