AbstractThis article aims to capture how the Swanwick and Tillman (1986) spiral model of musical development influenced my work as an Inner London Education Authority (ILEA) music coordinator (advisory teacher). It discusses my professional position in a period of teaching prior to the implementation of the National Curriculum for Music, to illustrate dichotomous pedagogical approaches in a developing re-positioning of aesthetic knowledge in music education. Using the example of two Key Stage 2 (KS2) music projects, a brief reflection concludes how the model of musical development and an adapted pedagogic approach facilitated my work in supporting music teachers to embrace music teaching with confidence and to consider what meaningful musical activity for musical learning is and how this might be planned.

中文翻译：

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生活在螺旋式课程中：使用 Swanwick/Tillman 的音乐发展序列来支持 1980 年代小学的音乐

摘要本文旨在捕捉 Swanwick 和 Tillman (1986) 的音乐发展螺旋模型如何影响我作为内伦敦教育局 (ILEA) 音乐协调员（顾问教师）的工作。它讨论了我在国家音乐课程实施之前的教学阶段的专业立场，以说明在音乐教育中重新定位审美知识的二元教学方法。以两个关键阶段 2 (KS2) 音乐项目为例，简要反思总结了音乐发展模式和适应的教学方法如何促进我的工作，以支持音乐教师自信地接受音乐教学并考虑有意义的音乐活动音乐学习是以及如何计划。