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Reflections on New Zealand music education through the lens of Swanwick and Tillman’s model of musical development

Published online by Cambridge University Press:  30 March 2022

Vicki Thorpe  and
Graham McPhail
Vicki Thorpe*
Affiliation:
Faculty of Education, Victoria University of Wellington, New Zealand
Graham McPhail
Affiliation:
Faculty of Education and Social Work, University of Auckland, New Zealand
*
*Corresponding author. Email: vicki.thorpe@vuw.ac.nz
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Abstract

In this paper, we provide a reflection upon the influence of the Swanwick–Tillman (ST) model (1986) from the perspectives of music research in Aotearoa New Zealand. In this paper we take stock of where music education in New Zealand currently sits in relation to the Swanwick Tillman theory of musical development. We examine the strengths and the weakness of the model 35 years on to ask what it might still offer music educators in a context where issues of culture and colonisation have taken centre stage. We also reflect upon the impact of a visit to New Zealand by Keith Swanwick in 1989. Despite the postmodern or colonial critiques we might make now, we consider if the model may still signify a holistic way of conceiving music development and might still have implications for curriculum design and curriculum making in the 21st century.

Keywords

musical developmentcurriculumbiculturalismNew Zealand
Type
Article
Information
British Journal of Music Education , Volume 39 , Issue 1 , March 2022 , pp. 106 - 114
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Copyright
© Cambridge University Press 2022

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