A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 55

A Reflective Lens:
Music Pedagogical Research to Transform Practice

This supports previous research findings which emphasised
that such a level of self-evaluation is recognised across all
areas of discipline as being important in the development
of the independent learner (Bolton, 2005). It can further be
used to motivate members in the achievement of a variety
of specific performance skills.
Other than feedback from the members, we were also able
to gain some insights from the instructor with regard to the
use of reflective practice:

…it’s a good avenue for me to tell the student what I feel and it’s a very
intimate way. They don’t have to see my face or feel that I’m scolding them…
it’s a good way to dialogue and to record... the dialogue can continue...
[Interview with instructor, 1 Aug 2014]

We were able to see that reflective practice provided
both the instructor and the ensemble members with the
opportunity to develop a productive interactive relationship
through a constant exchange of views. Members sought
advice from instructor on music related performance
problems. On the other side, viewing students’ reflections
about how they played, the types of challenges they faced,
and how they attempted to overcome these challenges, the
instructor was able to better adjust the level of guidance
and insight to offer to the members. The journal entries
from the members further provided the instructor a profile
of their growing music understanding.

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