The statements provided below are examples of the types of oral feedback that are sometimes given to pupils in a music lesson. In order to understand the nature of positive/negative or specific/non-specific feedback, place the numbers for each statement on the diagram in appendix 2  220kb.

Some answers already appear in the diagram. This should provide clarity about the differences between negative/positive and specific/non-specific feedback in order for the rest of the task to be completed.

1. ‘You are not taking this seriously, Andrew.’
2. ‘You have forgotten what we said about marking chords on the score, Sarah.’
3. ‘Well done, that melody has some really nice features. Can you tell me why it sounds totally different from everyone else’s, because it’s really good? Do you think it has something to do with the way you have repeated some of your material?’
4. ‘That’s coming on nicely, it’s got some really good passages, but how about using a change of sound sources for the final section?’
5. ‘Great! Well done. You’ve developed the dynamics and phrasing, but are there other musical elements you could perhaps change? What would those be?’
6. ‘That’s nearly OK, but does it sound like a Christmas carol? Have you used the right sort of sounds to make people think of Christmas?’
7. ‘You have used a very limited amount of notes, in terms of pitch and duration – can you vary them some more?'
8. ‘That’s a good try, Amy, well done.’
9. ‘You played your piece so well I would like to record it and then we could listen to it together. Can you tell me if it finishes in the same way as it started? What would you have to do to make it sound the same? Do you think it’s in the same key? Did you intend it to be in the same key? Let me play for you an ending that is in the same key and see what you think. Pass me your composer’s notebook as I would like to write down one or two ways in which we have decided to improve your piece.’
10. ‘That’s good, Daniel. It’s coming on.’

Use a tape recorder or video camera to capture two or three episodes involving oral feedback in your classroom.

Use a similar diagram to the one found in appendix 2  220kb to analyse your responses. Is your feedback mainly positive and specific?

Identify any aspects of your feedback that you would like to improve and record your next steps.

Plan an opportunity to repeat the exercise in a few weeks to see if you have achieved your targets.