This paper critically discusses an investigation into approaches to teaching and learning strategies with first-year undergraduate students studying dance in a Higher Education context. The authors investigate a pedagogical practice of using a flipchart to embed reflection as a shared activity as an integral part of studio practice. This study demonstrates how using a flipchart was effective in modelling a mode of capturing reflection and facilitating the generation of collaborative feedback as powerful tools to inspire and support learning strategies in a release-based Contemporary dance technique context. It charts the emergent nature of the study from a reconsideration of feedback to the building of a shared process of inquiry-oriented learning through dialogue.