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

Published online by Cambridge University Press:  30 March 2022

Martin Fautley Open the ORCID record for Martin Fautley [Opens in a new window]  and
Alison Daubney
Martin Fautley*
Affiliation:
Faculty of Health, Education, and Life Sciences, Birmingham City University, Birmingham, UK
Alison Daubney
Affiliation:
School of Education and Social Work, Falmer, University of Sussex, Brighton, UK
*
*Corresponding author. Email: martin.fautley@bcu.ac.uk
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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 other jurisdictions too.

Keywords

spiral curriculumcurriculum thinkinggeneralist music educationteaching and learning
Type
Article
Information
British Journal of Music Education , Volume 39 , Issue 1 , March 2022 , pp. 131 - 140
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Copyright
© Cambridge University Press 2022

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