Reflections on the sequence of musical development

Authors

  • Keith Swanwick
  • Cecília Cavalieri França

DOI:

https://doi.org/10.5965/2525530406022021335

Keywords:

Musical development, Spiral model, Music education

Abstract

The sequence of musical development is revisited. The origins of the underlying and evolving theory are considered, along with organisation and classification of the data of children’s compositions. The cumulative and recursive nature of the spiral is remphasised and the dynamic relationship between the left and right side is clarified. The essential qualitative nature of the study is asserted and some possibilities for the future are considered, along with a two dimensional model for curriculum and student evaluation based on spiral-related outcomes and the musical activities that promote and sustain them.

Downloads

Download data is not yet available.

References

BUNTING, R. The common language of music. Music in the secondary school curriculum. York: York University, 1977.

GARDNER, H. The unschooled mind. London: Fontana, 1993.

HARGREAVES, D. J.; MARSHALL, N. A.; NORTH, A. C. Music education in the twenty-first century: a psychological perspective. British Journal of Music Education, v. 20, n. 2, p. 147-163, 2003.

HARGREAVES, D. J.; ZIMMERMAN, M. P. Developmental theories of music learning. In: Handbook of Research on Music Teaching and Learning. New York: Schirmer Books, 1992. p. 377-389.

PAYNTER, J.; ASTON, P. Sound and silence: classroom projects in creative music. Cambridge: Cambridge University Press, 1970.

PIAGET, J. Play, dreams and imitation in childhood. New York: Norton and Co., 1951.

SWANWICK, K. A basis for music education. London: Routledge, 1979. SWANWICK, K. Musical knowledge: intuition, analysis and music education. London and New York: Routledge, 1994.

SWANWICK, K. In MENC Handbook of Research on Music Learning. New York: Oxford University Press, 2011. v. 1, p. 140-172.

SWANWICK, K. A Developing Discourse in Music Education: the selected work of Keith Swanwick. Abingdon and Oxford: Routledge, 2016.

SWANWICK, K.; FRANÇA, C. Composing, performing and audience-listening as indicators of musical understanding. British Journal of Music Education, v. 16, n. 1, p. 5-19,1999.

SWANWICK, K.; TILLMAN, J. The Sequence of Musical Development: A Study of Children’s Composition. British Journal of Music Education, v. 3, n. 3, p. 305-339,1986.

VYGOTSKY, L. S. Mind in society: the development of higher psychological processes. Cambridge: Harvard University Press, 1978.

Downloads

Published

2021-09-10

How to Cite

SWANWICK, Keith; FRANÇA, Cecília Cavalieri. Reflections on the sequence of musical development. Orfeu, Florianópolis, v. 6, n. 2, p. 335–347, 2021. DOI: 10.5965/2525530406022021335. Disponível em: https://periodicos.udesc.br/index.php/orfeu/article/view/20995. Acesso em: 24 nov. 2024.

Issue

Vol. 6 No. 2 (2021): Creative Practices in Music Education

Section

Translations

License

Copyright (c) 2021 Keith Swanwick; Cecília Cavalieri França

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who submit their manuscripts to be published in this journal agree to the following terms:

1.    Authors retain the copyright and grant to the journal the right of first publication, whilst simultaneously permitting their work to be licensed under the Creative Commons License Attribution, which allows the sharing of work with recognition of the authorship and initial publication in this journal.

2.    Contributions in this journal are open access; this means they are based in free use, and non-commercial applications.