Reflective practice in dance: a review of the literature

Abstract

The importance of reflective practice is frequently noted in the literature; indeed, reflective capacity is regarded as an essential characteristic for professional competence. The ability to think about why and what one does is critical to intelligent practice, practice that is reflective rather than routine. In recent years, higher education curricula have been restructured in an effort to develop more successful program models. Many of these new curricula include elements of the ‘reflective practice’ concept while proposing recommendations for improving higher education programs. Despite its wide acceptance, the notion of ‘reflection’ remains elusive and mysterious; has different meanings; and is used in a plethora of different ways in educational and professional settings. The purpose of this review is to provide an overview of different perspectives regarding related theory and research on the concept of reflective practice in dance. The first section provides an account of the conceptual alternatives of reflection. In the second section, a synopsis of empirical efforts on reflection in dance is provided. Furthermore, a short epilog highlights the major conclusions on reflective practice in dance. Consequently, based on the findings which concern the development of reflective practice, a presentation of further directions for research in this area and implications for educational practice that can be explored is offered.