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

Author:

Thorpe Vicki,McPhail Graham

Abstract

AbstractIn 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 21stcentury.

Publisher

Cambridge University Press (CUP)

Subject

Music,Education

Reference36 articles.

1. Braatvedt, S. H. (2002). A History of Music Education in New Zealand State Primary and Intermediate Schools 1878–1989. [Unpublished PhD thesis] University of Canterbury, NZ.

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4. Progressive education in New Zealand from 1937 to 1944: Seven years from idea to orthodoxy;Couch;Pacific-Asian Education,2012

5. The Sequence of Musical Development: A Study of Children's Composition

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