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The reflective process is documented and shared via multi-modal representations including wikis, blogs, video media, eZines, podcasts/vodcasts and creative works. Students experience the process of deconstruction, reconstruction and analysis in three cycles of activity that move from the ontological to the epistemological and back to a focus on self-understanding. In an elective subject titled Sex, Drugs and Rock n Roll students are asked to examine their personal, social and cultural relationships with music in their lives and reflect on these connections using musicological and semiotic analytical tools. Learning about music involves having an understanding of the concepts that frame musical practice and the language to discuss it as an entry point into the musical discourse. Storing, recalling and presenting artworks as digital artefacts offers ways to make the critical analysis process less abstract. For the ephemeral performing arts such as music, keeping art ‘in the conversation about art’ is central to meaningful engagement with a discourse around the creative work (Dillon et al., Physical and virtual learning spaces in higher education: Concepts for the modern learning environment, 2011). Reflective practice and critical analysis are major components in any creative discipline.