The Learning Process: Reflection, Rehearsal, and Reinterpretation

Act 1: Setting the Stage & Prototyping - Design & Ideation

The learning journey begins with the initial encounter of new knowledge, much like an actor receiving a play script or a designer conceiving a prototype. At this stage, learners engage in explorations, guided activities, and case-based discussions. This lays a foundation for further and deeper inquiry. Learners' understanding begins to take form through peer discussions, self-assessment, and structured feedback. The mirrors in the theatre foyer reflect their initial grasp of concepts, highlighting areas of mastery and where there is room for improvement.

Act 2: Improvisation & Feedback - Iteration & Refinement

As in improvisational theatre, the learning process demands adaptability, responsiveness, and collaborative problem-solving. Students must engage dynamically with new challenges, responding in real time to shifting contexts and unexpected insights. Here, feedback serves as an illusionary mirror, prompting learners to reconsider assumptions, refine their approaches, and deepen their understanding. By engaging in iterative refinement, they move beyond surface-level understanding, refining their ideas through cycles of trial and reflection.

Act 3: Performance & Reinterpretation - Synthesis & Application

At this stage, students step forward to apply their learning in real-world or simulated contexts—whether through presentations, problem-solving challenges, or reflective case studies. However, this act is not about rote memorisation or scripted responses; rather, it is about demonstrating adaptability, critical reasoning, and the capacity to integrate insights from prior iterations. The final mirror in this process does not present a static, perfected image but an evolving, refined understanding—one that will continue to shift and develop as new learning unfolds.

My Role: The Stage Manager and Reflective Design Facilitator

Rather than taking centre stage as the sole performer I see myself as both a stage manager and a facilitator of reflective design. My role is to orchestrate the learning environment, ensuring that each learner has the necessary structure, support, and freedom to explore and develop their understanding. Like a stage manager, I work behind the scenes to establish a learning space that is both structured and flexible, allowing learners to engage deeply with the material while having the autonomy to experiment and innovate.

I provide the mirrors that reflect each student's progress, enabling them to critically evaluate their own learning. These mirrors take the form of feedback loops, structured reflection exercises, and peer interactions—each offering a different perspective on their evolving knowledge. By engaging with these reflective practices, students can see beyond immediate challenges and begin to appreciate the nuances of their own intellectual growth.

Also, I encourage iteration and improvisation, fostering an environment where learners prototype ideas, rehearse their understanding, and refine their learning through engagement and adaptation. Just as actors refine their performances through rehearsals, learners in this space refine their thinking through discussion, feedback, and application. The goal is not perfection but continuous growth—learning that is dynamic, responsive, and ever-evolving.

Final Curtain Call? Not Quite.

Learning in The Theatre of Reflective Design is never truly complete. It is an ongoing rehearsal, a lifelong process of refinement, reinterpretation, and growth. My goal is not merely to impart knowledge but to equip learners with the ability to critically assess, adapt, and apply their learning in meaningful and evolving ways.

Ultimately, education—like great theatre and great design—is not about memorising lines. It is about understanding the script, adapting to the moment, and continuously refining one’s craft.