A Reflective Lens: Music Pedagogical Research to Transform Practice | Page 83

A Reflective Lens:
Music Pedagogical Research to Transform Practice

Reflecting on one’s past is important as we can then use
it to envisage other scenarios and thus select a course of
action to maximise the potential for achievement of our
goals and objectives in the future (Wilson, 2008). Reflection
on the future is used to project possible future encounters,
pitfalls and counter measures to ensure a higher possibility
of success.
Being reflective, or doing a reflection, is not merely an act
of thinking or filling up a 3-2-1 form. What is more critical
for a purposeful, reflective and effective teacher is the
integration of content knowledge, skill sets, a disposition
of openness to change and learning, and dedication to
student success (Dewey, 1991).
Need for Critical Reflection
We all come into the teaching profession coloured with
our own experiences, beliefs, assumptions and values
– often unexamined and untested (Argyris, 1990). Thus,
it is important to critically reflect so as to delve deeply
into and uncover our unquestioned beliefs, assumptions,
and expectations. It enables us to question our current
practices, constantly applying new lenses with which to
view and assess our skill sets and reshape our perspectives.
Engaging in critical reflection enables us to bring our
commonly held beliefs into question, which in turn may
lead to feelings of ambiguity and vulnerability. It takes time
to negotiate these feelings of frustration, insecurit y, and
rejection; and time to accept that these feelings are part of
change (Larrivee, 2000).
There are different approaches and models to practise
reflection; from simple journal entries (Barry, 1996) to
median complexity examples, such as the Rivers of Musical
Experience (Burnard, 2012). There are also complex models
of Scored Developmental continuum facilitating the practice
of reflection on action and reflection for action by Thorsen
& DeVore (2012) which is based on LaBoskey’s conceptual
framework of the reflective abilities (LaBoskey, 1993).

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