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Living the spiral curriculum: using the Swanwick/Tillman sequence of musical development to support music in primary schools in the 1980s

Published online by Cambridge University Press:  30 March 2022

Maureen Hanke
Maureen Hanke*
Affiliation:
Guildhall School of Music & Drama, Norwich, Norfolk, UK
*
Corresponding author: Email: maureenfhanke@gmail.com
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Abstract

This article aims to capture how the Swanwick and Tillman (1986) spiral model of musical development influenced my work as an Inner London Education Authority (ILEA) music coordinator (advisory teacher). It discusses my professional position in a period of teaching prior to the implementation of the National Curriculum for Music, to illustrate dichotomous pedagogical approaches in a developing re-positioning of aesthetic knowledge in music education. Using the example of two Key Stage 2 (KS2) music projects, a brief reflection concludes how the model of musical development and an adapted pedagogic approach facilitated my work in supporting music teachers to embrace music teaching with confidence and to consider what meaningful musical activity for musical learning is and how this might be planned.

Keywords

pedagogydevelopmentcreativitymusical knowledge
Type
Article
Information
British Journal of Music Education , Volume 39 , Issue 1 , March 2022 , pp. 115 - 119
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Copyright
© Cambridge University Press 2022

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