Sequencing feedback in music

The example of feedback given below exemplifies the type of feedback that could both consolidate and develop further learning. It is taken from one of the comments in Task 4 (Be positive and specific), and suggests that oral, aural and written feedback could be effectively combined to support a pupil’s learning needs.

(Oral): ‘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? (Aural): Let me play for you an ending that is in the same key and see what you think. (Written): 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.’

The diagram that follows suggests that a common approach could be to offer oral support in the first instance, quickly followed by aural exemplification or modelling and for longer-term reflection this can be supported by written feedback in the most appropriate form (such as notation, annotation, written comments). This sequence of different forms of feedback needs to be planned into the scheme of work for music so that pupils begin to recognise the process and can identify the current learning milestone.