Curriculum considerations in music education in England: Spiral thinking, spiral planning, and its impact on contemporary thought

Fautley, Martin and Daubney, Alison (2021) Curriculum considerations in music education in England: Spiral thinking, spiral planning, and its impact on contemporary thought. British Journal of Music Education. ISSN 0265-0517 (In Press)

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Abstract

This article considers the impact that the Swanwick-Tillman spiral article (Swanwick & Tillman, 1986) has had on contemporary thinking in music education in England. Building on a discussion concerning the antecedents of the notion of a spiral, the ways in which a generalist music curriculum can be planned and organised are discussed. Drawing on the contemporary example of the Model Music Curriculum (DfE, 2021), and then charting this thinking as arising from a graded music examination repertoire-based way of planning, this article goes on to explain why the Swanwick-Tillman spiral still has relevance, as well as much to teach us in today’s very different music education world where assessment, measurement, and accountability are dominant. Although centred on the situation in England, there are nonetheless implications for curriculum planners in many jurisdictions too.

Item Type: Article
Additional Information: accepted for publication in the British Journal of Music Education
Dates:
DateEvent
22 November 2021Accepted
Uncontrolled Keywords: Spiral Curriculum; curriculum thinking; generalist music education, teaching and learning
Subjects: CAH22 - education and teaching > CAH22-01 - education and teaching > CAH22-01-01 - education
Divisions: Faculty of Health, Education and Life Sciences > School of Education and Social Work
Depositing User: Martin Fautley
Date Deposited: 23 Nov 2021 10:24
Last Modified: 23 Nov 2021 10:24
URI: http://www.open-access.bcu.ac.uk/id/eprint/12452

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