Feedback for Mark Evans

‘Another Kind of Writing: Reflective Practice and Creative Journals in the Performing Arts’

FEEDBACK

Referee 1

• "The author did not provide any references to similar projects on reflective practice and creative writing, either in the performing arts or other creative disciplines."

Referee 2

• This is a well written, clearly argued and interesting article that is worthy of publication.
• It makes a persuasive argument for a change of style and emphasis in the way that reflective journals are created that is transferable to other creative spheres.
• The article is perhaps a little light on detail and depth in places and could do with some revisions in order to make a full impact for the journal.
• It would be even more persuasive if we were given more detail on how the visiting lecturer described effected the change in students’ writing and, subsequently, how this approach became generalised into teaching techniques at the host institution. It appears to have almost happened by ‘magic’!
• It also focuses on the successes that came out of it. Some enquiry into limitations, failures or even mediocre student responses might throw up more potential for critical enquiry. The article concludes rather like, ‘this approach is great!’, without discussing how further development might be investigated.
• The article could be strengthened, I think, by further discussion of the roles of reflective writing.
• Perhaps greater contextual discussion of reflective writing, its different roles and practices in various disciplines, might help to draw this out.
• Whilst the authors identify a key problem with conceptions of reflective writing, the various aims it fulfills need further discussion.
• It seems that the investigators are shifting the aims of reflective writing – through its alignment with bodily, intuitive and emotional factors – and it would be useful if there was more discussion of this process.
• A distinction is made between ‘scholarly’ and ‘artistic’ writing, and it would be useful to understand how these coincide or separate in the context that is offered.
• At the end of the day, is the overall aim of the process of writing to develop better performers or better scholars or both? How are these reconcilable in the context of this form of writing?
• It would be useful to see what this writing actually looks like.
• Extracts are taken out of the context of their production.
• Do the formats within which the students write also have a bearing on the processes of thinking therein?
• In summary, this article could be strengthened to have a lively and important impact on the journal.