Reflective Practice: Integrating my Roles as Artist, Practitioner, and Educator.
In my roles as an artist, practitioner, associate lecturer on the BA Textiles course, and community workshop leader, reflective practice shapes how I interact with students, create art, and develop professionally. By engaging with ontological, epistemological, and reflexive lenses, I gain deeper insights into my identity, knowledge acquisition, and the impact of my experiences on my practice.
Ontologically, I examine my evolving identity across roles. As an artist, my creative process stems from my deep connection to nature, expressed through textiles. In teaching, I reflect on my role in the classroom—am I an authority, a guide, or a facilitator? How do I position myself relative to my students, and how does that shape their learning? In community workshops for children, I consider how I model respect for nature and how my role influences their creative engagement. As Lesley Raven (2012) suggests, “The way we ‘become’ is shaped by both our personal and professional histories, and the reflections that arise from our ongoing experiences.”
Epistemologically, I reflect on how I acquire knowledge—through direct experience, mentorship, and academic resources—and how this shapes my teaching. In the classroom, I ensure my students have access to diverse methods of learning. As Raven (2004) argues, “Knowledge is never neutral, but shaped by our personal, political, and cultural backgrounds,” highlighting the importance of fostering diverse perspectives in learning. Specifically in community workshops , I consider how participants build knowledge organically through hands-on experiences.
Reflexivity examines how my personal experiences and biases shape my actions. As an artist from a working-class background, my worldview influences my creative work. In teaching, reflexivity helps me assess how my assumptions impact students’ learning, ensuring I create an inclusive environment. Reflexivity encourages me to ask, “How does my personal history influence my teaching and interactions?” Raven (2004) notes, “Our personal values, assumptions, and biases impact the professional roles we occupy.” This self-awareness helps me ensure I approach teaching with openness and inclusivity.
Donald Schön (1983) emphasizes the importance of reflection-in-action, where professionals adapt to changing situations. He states, “Reflection-in-action” allows for continuous learning and growth, underscoring the need for ongoing self-examination, especially in dynamic fields like teaching and creative practice (Smith, M. K., 2001).
Reflective practice provides crucial insights into my roles as an artist and educator. Ontological reflection keeps me aligned with my values of creativity and environmental awareness, allowing me to create authentic connections with my students. Epistemologically, it encourages me to offer a pluralistic view of knowledge, helping students engage critically with textiles and creativity. Reflexivity ensures that I remain aware of how my biases influence my teaching and create an inclusive environment for all students.
Moving forward, I aim to integrate more structured opportunities for reflection into my practice. I will foster reflective dialogue with students through group discussions and peer feedback sessions, encouraging them to engage critically with their learning. Additionally, I plan to expand reflective practices in my workshops, prompting participants to reflect on their creative processes and relationship with nature.
Engaging with Schön’s (1983) and Raven’s (2004) work on reflective practice will guide my continued growth. Reflecting on my role in the classroom and my personal biases will help me remain adaptable and responsive to the needs of my students, ensuring that my practice evolves in an inclusive, student-centered way.
References
Raven, L. (2004). “Reflection and professional learning: A perspective from the arts”.
Raven, L. (2012). “Becoming: A reflection on the role of experience in professional growth”.
Raven, L. (2025). “Seminar on Reflective Practice in Arts Education”. (Manchester Met) Presented to UAL Accesses 12/02/25
Schön, D. (1983). “The Reflective Practitioner: How Professionals Think in Action”. Basic Books.
Smith, M. K. (2001). ‘Donald Schön: Learning, Reflection and Change’. The Encyclopedia of Informal Education. Retrieved from www.infed.org.
