A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 56

Use of Reflective Practice in Developing Students’ Listening and
Ensemble Performing Skills in Guitar Ensemble Co-Curricular Activity

However, we also recognise that students need the
time and space after an event to record their questions
and actions, and to critically reflect on these events and
processes through writing, conversation and interaction
with peers (Sm ith, 2001). This was typified by the entries
from two members who highlighted the negative factors in
the processes of reflective practice:

…generic answers… a model answer kind of thing.
Not something that they actually think about, just
to get it over with...
[Reflective Dialogue 03, 25 July 2014]

...honestly I feel that it (reflection journal) only helps temporarily as:1: It depends on our moods how sincere our reflections are
2: Not everyone agrees with having to write a reflection journal
3: Most of us lose interest after a while
[Journal 04, 1 Aug 2014]

As seen from the above responses, we observe that to
garner a rich and fruitful experience from reflective practice,
it is worth exploring how best to implement this, as external
factors like time and spatial constraints can have an effect
on the way the members approach their reflection.

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