As I embark upon my MA in creative events management, I will be using my reflective blog as a learning aid, considering my experiences in context with the module content. As a cultural school leader, I am also the event manager of our annual performances for over 400 dancers. I am responsible for the evolution of these events which are a highlight of the cultural calendar in Ålesund, Norway.
I have been dancing since childhood. My dance school had mirrored walls on both sides of the room, and as I grew up, I would often get lost in the reflection of the reflection, which reflected another reflection of the same reflection in an endless, mind-bending pattern of repeated images. It felt a little dangerous as I fell deeper and deeper into the reflective rabbit hole. A cautionary tale, perhaps, but also a reminder that reflection allows us to get deeper inside our own experiences.
Schön’s model of reflection (Schön, 1991) distinguished between reflection ‘in’ action and ‘on’ action. Reflecting ‘in’ action makes us agile and able to respond to situations as they occur, skills crucial for event managers in high pressure, fluid situations. I have often seen something during a rehearsal that isn’t working, reflected in action and changed the plan quickly in order to improve the outcome. Reflecting ‘on’ action is a structured exercise aimed at changing future occurrences and developing our understanding of how we respond to situations and why, allowing for growth by changing our responses and actions. This type of structured reflection is an exercise I use after the event to process the experiences of the teaching team. These reflective sessions could become richer by including more stakeholders (asking for example students, parents and technicians to add their perspectives.) There is also a case for reflecting before action (Cottrell, 2015).
Reflective cycle models (Kolb,1984, and Gibbs 1988, cited in Cottrell, 2015), suggest specific structure for reflective practice. Gibbs’ inclusion of the exploration of emotion allows for a more holistic view. The main concepts of the various models for reflective cycles are summarised in Stella Cottrell’s handbook for students as assuming that we can:
- “think about our experiences”
- “understand them at a deeper level”
- “learn from that thinking and understanding so as to effect change” (Cottrell, 2015: 237)
Moon argues that some of the greatest understanding comes from the representation of learning (2004:75). Our learning comes not only from the original reflection, but also from formulating the reflection into a represented form that explains it to others or our future selves. Further learning occurs when we look back on our representation (reflecting on the reflection).
The deepest form of reflection considered as critical reflective practice (Hatton and Smith, 1995, cited in Moon, 2004: 86) encourages professional growth and social change (Fook and Askeland, 2007), by considering the reflection within social, political and historical contexts. I must work to consider my practice and its place in the wider world, by for example learning to assess and lessen the environmental impacts of our performances or realising where inequality caused by colonial structures still exists. Reflection will be a core element of the academic learning journey, but it is also a tool which has the power to enrich our lives for continued personal, professional, and social development.
Cover image: Author unknown, Pexels free photos (via WordPress).
References:
SCHON, Donald A. 1991. The Reflective Practitioner. How Professionals Think in Action. Aldershot: Ashgate.
COTTRELL, Stella. 2015. 3rd edn. Skills for success: personal development and employability. London: Palgrave.
MOON, J. 2004. A handbook of Reflective and Experiential Learning: Theory and Practice. London: Routledge and Falmer.
FOOK, Jan and Askeland, Gurid Aga. 2007. “Challenges of critical reflection: ‘Nothing ventured, nothing gained’”. Social work education, 26 (5) p520-533.
Rachel Mills 