Harnessing the Power of Feedback to Improve Student Learning in Music

Abstract

What does effective feedback look like in the music classroom? In this article, we explore a prominent perspective on feedback proposed by scholar John Hattie and his colleagues and then provide practical examples for application in music contexts. We begin by defining what feedback is and then explore what makes it effective and provide strategies for teachers to develop more effective feedback skills. Using this understanding of what makes feedback effective for learners, teachers can help students be active partners in the learning process and to achieve their goals with greater musical understanding.