A musical development sequence is proposed based on the psycho-logical concepts of mastery, imitation, imaginative play and meta-cognition, drawing on the work of Moog, Piaget and the observations of British writers. An interpretation of over seven hundred children's compositions is undertaken yielding an eight-mode spiral of development that may have consequences for music teaching; for overall music curriculum planning, for appropriate responses to individuals, for generating progression in a session or project.
No takes yet. Share an insight, caveat, or question.
Swanwick et al. (1986) studied this question.
Synapse has enriched 2 closely related papers on similar clinical questions. Consider them for comparative context: