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The metaphor of the has provided researchers investigating children's musical thinking with a conceptual device for framing research studies and reports. This metaphor has been used particularly in the study of children's musical thinking as it is evidenced through the of their invented notations (Davidson & Scripp, 1988). Although this metaphor has been a helpful one, we must also acknowledge its inherent weaknesses. Windows may be opaque rather than transparent, obscuring our view. Windows provide only partial views of the landscape, and in that sense may conceal as much as they reveal through the selectivity of the view afforded us. Implied in the metaphor of the window is the notion of direct access to the phenomenon. That is, when we look through a window we see beyond to that phenomenon, we see an view of the phenomenon. Reflections also provide with a view. However, unlike the actual view given through a window, reflections provide with a virtual view, apparent, real. In a reflection, when we recognize what we see as a reflection, we see a view of the world that we know to be quite real. Our images reflected in a mirror, those ...reflective surfaces which produce an image of objects placed in front of them... (Miller, 1998, p. 10), are recognizable as us and not us, providing a cold, two-dimensional image of what we know to be a warm-blooded, three-dimensional subject. Implicit in the notion of a reflection is the possibility of being misled, of making perceptual mistakes. In a reflection the view of the original object is reversed. Additionally, the view may be distorted, transforming it in ways that render it unrecognizable.
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