Hostname: page-component-848d4c4894-m9kch Total loading time: 0 Render date: 2024-05-01T21:07:13.527Z Has data issue: false hasContentIssue false
  • English
  • Français

Living with the spiral: a duoethnographic perspective

Published online by Cambridge University Press:  30 March 2022

Lis McCullough  and
John Finney
Lis McCullough*
Affiliation:
Independent Educator/Researcher, Welwyn Garden City, UK
John Finney
Affiliation:
Formerly Faculty of Education, University of Cambridge, UK
*
*Corresponding author. Email: lis.mccullough@gmail.com
Get access Rights & Permissions [Opens in a new window]

Abstract

The authors of this article met on a Master of Arts (MA) music education course a month before the Swanwick Tillman Sequence of Musical Development was published. The course was a portal to an exciting range of literature, with the Swanwick Tillman spiral providing a long-term source of discussion and reflection as our careers have diverged and converged over the intervening years. This paper takes the form of a duoethnographic conversation in which we summarise and reflect on that ongoing synergistic discussion, showing the influence the spiral has had within our particular situations.

Keywords

Piagetdevelopmentspiralassimilationaccommodationconvention
Type
Article
Information
British Journal of Music Education , Volume 39 , Issue 1 , March 2022 , pp. 67 - 79
Check for updates
Copyright
© Cambridge University Press 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

BRINGUIER, J. C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press.CrossRefGoogle Scholar
BUNTING, R. (1977). The Common Language of Music. York: University of York.Google Scholar
CLANDININ, D. J. & CONNELLY, F. M. (2004). Narrative Inquiry: Experience and Story in Qualitative Research. San Francisco, CA: Jossey-Bass.Google Scholar
COLL, H. & LAMONT, A. (eds.) (2009). Sound Progress: Exploring Musical Development. Matlock: NAME.Google Scholar
EGAN, K. (1992). Imagination in Teaching and Learning, Ages 8–15. London: Routledge.CrossRefGoogle Scholar
EGAN, K. (2001). The Educated Mind. How Cognitive Tools Shape Our Understanding. London: The University of Chicago Press.Google Scholar
FINNEY, J. (1985). A Measure of Conservation. Unpublished essay, MA in Music Education, Reading: University of Reading.Google Scholar
FINNEY, J. (1987). An Investigation into the Learning Process of a Group of Rock Musicians. Unpublished MA dissertation. Reading: University of Reading.Google Scholar
FINNEY, J. (1999). The rights and wrongs of school music: Considering the expressivist argument and its existential component. British Journal of Music Education, 16, 237–234.CrossRefGoogle Scholar
FINNEY, J. (2009a). Sitting by Lake Geneva. In Coll, H. & Lamont, A. (eds.), Sound Progress: Exploring Musical Development (pp. 30–33). Matlock: NAME.Google Scholar
FINNEY, J. (2009b). Human interest and musical development: No knowledge without meaning. In Coll, H. & Lamont, A. (eds.), Sound Progress: Exploring Musical Development (pp. 98–104). Matlock: NAME.Google Scholar
GARDNER, H. (1983/1985). Frames of Mind: The Theory of Multiple Intelligences. London: Paladin.Google Scholar
GEBBIE, C., ELLIOT, D. & MORRIS, C. (1984). First year in teaching. British Journal of Music Education, 1, 37–62.Google Scholar
HARGREAVES, D. J. (1986). The Developmental Psychology of Music. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
HARGREAVES, D. & LAMONT, A. (2017). The Psychology of Musical Development. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
KOHLBERG, L. (1976). Moral stages and moralization: The cognitive developmental approach. In Lickona, T. (ed.), Moral Development and Behaviour (pp. 31–53). New York: Holt, Rinehart & Winston.Google Scholar
MCCARTHY GALLAGHER, J. & REID, D. K. (1981/2002). The Learning Theory of Piaget & Inhelder. Lincoln, NE: Authors Choice Press.Google Scholar
MCCULLOUGH, L. (2011). The developing musician. In Beech, N., Evans, J. & Spruce, G. (eds.), Making Music in the Primary School: Whole Class Instrumental and Vocal Teaching (pp. 222–32). Abingdon, Oxon: Routledge.Google Scholar
MILLS, J. (2009). Music in the Primary School (3rd ed.). Oxford: Oxford University Press.Google Scholar
PARSONS, M., JOHNSTON, M. & DURHAM, R. (1978). Developmental stages in children’s aesthetic responses. Journal of Aesthetics and Art Criticism, 34, 305–314.CrossRefGoogle Scholar
PAYNTER, J. (1982). Music in the Secondary School Curriculum. Cambridge: Cambridge University Press.Google Scholar
PFLEDERER ZIMMERMAN, M. (1984). The relevance of Piagetian theory for music education. International Journal of Music Education, 3, 31–34.CrossRefGoogle Scholar
PIAGET, J. (1951). Play, Dreams and Imitation in Childhood. London: Heinemann.Google Scholar
PIAGET, J. (1953). The Origins of Intelligence in the Child. London: Routledge & Kegan Paul.Google Scholar
ROSS, M. (1984). The Aesthetic Impulse. Oxford: Pergamon Press.Google Scholar
SAWYER, R. D. & NORRIS, J. (2013). Duoethnography. New York: Oxford University Press.Google Scholar
SERAFINE, M. L. (1980). Piagetian research in music. Bulletin of the Council for Research in Music Education, 62, 1–21.Google Scholar
SLOBODA, J. (1985). The Musical Mind: The Cognitive Psychology of Music. Oxford: Oxford University Press.Google Scholar
SWANWICK, K. (1983). The Arts in Education: Dreaming or Wide Awake? London: University of London Institute of Education.Google Scholar
SWANWICK, K. (1994). Musical Knowledge: Intuition, Analysis and Music Education. London: Routledge.Google Scholar
SWANWICK, K. (2012). What is musical development and can education make a difference? In Philpott, C. & Spruce, G. (eds.), Debates in Music Teaching (pp. 64–81). Abingdon: Routledge.Google Scholar
SWANWICK, K. & TILLMAN, J. (1986). The sequence of musical development: A study of children’s composition. British Journal of Music Education, 3, 305–339.CrossRefGoogle Scholar
TILLMAN, J. (1986). Towards a model for the development of children’s composition (Age 3–11). Presentation at the Twenty-eighth Conference in Research in Psychology of Music and Music Education held by the Society for Research in Psychology of Music and Music Education (SRPMME, since renamed The Society for Education, Music and Psychology Research/Sempre) at the University of Reading School of Education, 25 October 1986.Google Scholar
VYGOTSKY, L. S. (1962). Thought and Language. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
WINNER, E. (1982). Invented Worlds: The Psychology of the Arts. Cambridge, MA: Harvard University Press.Google Scholar
WOODWARD, E. D. (1987). Children’s Compositions: A Study Based on the Swanwick and Tillman Developmental Model. Unpublished MA dissertation. Reading: University of Reading.Google Scholar