Abstract
Record-keeping, reflective practice and thinking have been identified as key facets of music production activities. This exploratory, qualitative study explores the keeping of reflective journals as part of a third level music production training programme. Semi-structured interview techniques, followed by thematic analysis, were used to gather the perspectives of students and lecturers on journal-keeping and roles that might play in professional practice. Two implementations of online journaling are contrasted with participants preferring a peer-facing Instagram implementation, shown to have an effect on record-keeping practice and indications of promoting reflective learning and practice. There are strong indications that reflective journaling has significant benefits to music production pedagogical practice, in particular for components that focus on complex practical music production projects.
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