Ensemble practices have been essential to the performing and visual fine arts over centuries. The skills of working in ensembles, including team work and collaborative learning, are increasingly understood to be critical and transferable professional attributes. However, much teaching of ensembles is practical and embodied, relying on tacit knowledge within a focused specialism. This kind of approach champions depth of expertise in a particular field, but may have limitations, particularly where more explicit awareness is needed to support transferring practical skills to new contexts. There is therefore a need to strengthen reflective practice in ways that connect explicit procedural understanding with tacit practical experience. To serve this purpose, this paper develops a reflective matrix as a framework to support dynamic reflection for students and teachers in higher arts education. The matrix emerges from analysis of the literature across music, theatre, dance and visual fine art.

几个世纪以来，集体表演一直是表演艺术和视觉艺术必不可少的。集成工作的技能，包括团队合作和协作学习，已被越来越理解为关键和可移植的专业属性。但是，合奏的许多教学都是实用且具体化的，这要依靠集中的专业知识中的隐性知识。这种方法可以提高特定领域的专业知识水平，但可能会有局限性，特别是在需要更明确的意识来支持将实践技能转移到新环境中的情况下。因此，需要以将明确的程序性理解与默契的实践经验联系起来的方式来加强反思性实践。为了达到这个目的，本文建立了一个反思矩阵作为框架，以支持高等师范生的动态反思。该矩阵来自对音乐，戏剧，舞蹈和视觉美术的文献分析。