ABSTRACT
The contrasts between the two approaches to learning raise questions about the role and meaning of reflection in learning. Although the term reflection has accrued many meanings over time, distinguishing between only two can again illustrate the distinctions between path-makers and map-makers. Path-makers are characterized by another, more interesting and elusive type of reflection—reflections of or in actions. In-the-moment reflections resemble a series of linked moves: a move along an action path that triggers the chain reaction is reflected in the responding move. The collaborative reflection leads, in turn, to learning from one another—rethinking understandings, descriptions, and subsequently even influencing work on later projects that involve quite different materials. On reflection, J. A. Lucy's "text," like her bell construction, seems more a structural analysis than an effective set of instructions. Lucy's instructions favor different approximations, and once understood as more about the rhythm than delivering specific directions, they could be useful to a performer in another way.
