Reflection starts with thinking about something. It is not just to do with the subject matter of what you are thinking about or learning, but how you think about it and how you learn.
Open to different ideas, seeing things from different angles
Curious – asking questions
Patient – if the issue is not ‘simple’ the answer probably isn’t either
Honest with yourself, your uncertainties, what you’re getting wrong – or right – and your writing needs to make this transparent to others, so they can see it too
Rigorous – being analytical, and acting on the insights you gain
Reflection in a programme of study or professional context is a purposeful activity. It drives learning and change and it’s probably fair to say that no one finds change easy. Purposeful reflection can change how we think about things, what we do and how we do it, and can lead to specific changes in planning for what we do next.
Currently – there are a lot of questions. Over the course of this year I hope to answer a few of them in this reflective process. Initially my questions are:
(a) Why now? (b) Why this course? (c) What kind of curator do I want to be? (d) What next, where next and how to make it happen…?
Moving on to…
What is curating/ what do curators do? How do curators engage with artists/ space/ institutions? What am I gearing towards?
Gibbs. (1988). The Reflective Cycle [ONLINE] Available at: https://www.brookes.ac.uk/students/upgrade/study-skills/reflective-writing-gibbs/. (Accessed 28 May 2017).
Hoare, AJ. (2017). Mind mapping. [photograph] (AJ Hoare’s own collection).
Williams, K., Wooliams, M. and Spiro, J. (2012). Reflective writing (pocket study skills). 1st edn. London: Palgrave Macmillan.