Student musicians’ experiences of reflexivity during internships: Personal narratives and complex modalities

Abstract

A presumption behind work integrated learning activities such as internship programs is that student thinking will shift as a result of their exposure to industry practice. We wondered if all students experience this change in the positive sense that teachers expect. To examine this presumption we asked to what extent and in what ways students reorient their thinking about self and identity as a result of an internship experience. Analysis of student reflections following a structured internship program lead us to believe that not all students experience a shift in thinking that their personal narratives speak instead to a complex relation of modalities.

The complexities of meaningful experiential learning: Exploring reflective practice in music performance studies

“…There are inevitable challenges that arise when one seeks to navigate amongst multiple communities of practice, particularly when moving between university and professional contexts. In the performing arts, scholars suggest that engaging in experiential practices and opportunities can ease this transition and support and guidance can be offered as students grapple with how to make meaning in these contexts (Bennett et al, 2017). In this study, we sought to explore how students engaged in and conceptualized guided, responsive reflective practice while participating in a performing arts-based experiential learning environment.…”

“…Yet recent literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds (Freer & Bennett, 2012; Rowley et al, 2017). Experiential learning may be one way to enhance meaning making for those in the performing arts (Bennett et al, 2017; Dullea, 2017; Kindelan, 2010). Increased opportunities for experiential learning may help students cultivate their musical identities and support the development of skills such as leadership, communication, collaboration, and flexibility in multiple settings (Bennett et al, 2017; Reid et al, 2018).…”

Brokering reflective spaces: Experiential learning in a summer opera program

“…In these cases, the broker's role might be conceived of not only as an intermediary between parties (He, 2008;Martensson et al, 2019;Ng et al, 2004), but also as an active pedagogical player who is interested in cultivating relationships with the participants wherein her role is to help them think through and more deeply engage in and with their learning. In contexts like AEDO, this may help participants make the transition from student to professional practitioner (Bennett et al, 2017;Reid et al, 2011).…”

Science/education portraits II: Pre-tertiary and undergraduate research mentors should consider publication as project endpoint

“…21 Thus, personal narration puts the human into the story. 22,23 Personal narration also overlaps with participatory action research where reflective self-inquiry is carried out with the intention to improve subsequent actions. [24][25][26]…”