This study explores the potential for the band rehearsal setting to be a reflectively collaborative space. School bands are traditionally large, performance-centered ensembles where discussions between director and student are limited by time and the size of the group. Recognizing the need to base rehearsals less on the conductor's assumptions and more on the needs and suggestions of students, a space for discourse was sought beyond the rehearsal setting. The discourse in this space would involve the use of reflective thinking to promote educational growth through the broadening and deepening of the rehearsal experience. Through the use of a weblog or "blog," the author and his students engaged together in online critical discussions of issues raised and recordings made in rehearsal. Suggestions from the blog were brought to rehearsal for implementation and then referred back to the blog for further discussion and reflection. The reflexive nature of this activity was intended to nurture student self-efficacy as they came to think more critically and analytically about activities in rehearsal. Student agency increased as suggestions from the blog contributed to the direction of rehearsals. Rehearsing the band thus took on a greater degree of partnership and was seen as a less conductor-centered and controlled environment. Findings suggest this to be a challenging yet potentially meaningful method of creating shared socially constructed educative experiences for students through Band. This more collaborative and potentially democratic paradigm moves beyond traditional performance-centered models of Band, where repertoire and director intent take precedence over critically active student thought. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]