I was reminded quite recently of the auction of Rachmaninov’s Second Symphony. It brought me back to thinking about the role of artefacts in my research practice. Over the past decade, I have done extensive archival research into Prokofiev as well as the music of Stravinsky, and that of Alexander Tcherepnin. I’ve spent countless hours looking over faded
Read on »Practice
Reflection as creative process
An issue that has always intrigued me is that of ‘creativity’. One of my favourite sources on this topic is Ken Robinson, in particular his book “Out of our minds: Learning to be Creative”. Over the next couple of posts I will be exploring this topic a little further, side-by-side with my current work on
Read on »Curiosity (my first teaching principle)
As teachers we are often in a position of needing to teach a subject that students do not consider as being immediately valid to their current practices or necessary for their experience. Yet, (and they may not know this or be able to visualise this yet) it may be an area that they will come
Read on »Thoughts on the reflective practitioner
In the article “Focus: Becoming a reflective practitioner”, http://www.heacademy.ac.uk/resources/detail/subjects/medev/Focus-_Becoming_a_reflective_practitioner the Higher Education Academy interrogates the concepts of reflection and reflective practice identifying them as “two of the key buzzwords in professional and education practice at present”. They provide their definition of reflection, in the process breaking down what they see as the “key stages in reflective
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