Formal music performance studies within university settings strive to prepare the next generation of performers and pedagogues for musical engagement beyond university. Yet literature suggests that these spaces of study do not always lead to a sense of readiness for potential professional worlds, due in part to a lack of opportunities for guided, in-depth, critical reflection that helps students connect theory and practice. This article articulates findings from a study that sought to consider the impact of deliberate opportunities for reflection in The Accademia Europea dell’Opera (AEDO), a university-affiliated summer opera intensive experiential learning program. Utilizing a communities of musical practice framework, researchers worked collaboratively to help participants engage in guided critical reflection as they developed high-level musical skills through rehearsals and performances. This article specifically considers the ways in which a ‘broker’ helped participants develop practices of reflection and personal agency both within and beyond this context.

大学环境下的正式音乐表演研究致力于为下一代表演者和教育家为大学以后的音乐交流做准备。然而，文献表明，这些学习空间并不总会导致人们对潜在的专业领域有所准备，这在一定程度上是由于缺乏机会来进行引导，深入，批判性的反思，而这些反思却无法帮助学生将理论与实践联系起来。本文阐明了一项研究的发现，该研究试图考虑在大学附属的夏季歌剧强化体验学习计划“欧洲歌剧学院”（AEDO）中进行反思的机会的影响。利用音乐实践框架社区，研究人员通力合作，通过排练和表演来帮助参与者发展指导性的批判性思考，从而提高他们的高级音乐技能。本文专门考虑了“经纪人”如何帮助参与者在这种情况下以及在这种情况下发展反思和个人代理行为的方式。