Effective Feedback During Music Instruction

• Grant number: 23/10586-4
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Effective date (Start): March 01, 2024
• Effective date (End): February 28, 2026
• Field of knowledge: Interdisciplinary Subjects
• Principal Investigator: Evely Boruchovitch
• Grantee: Camilla dos Santos Silva
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

Although the term 'feedback' is widely used in various contexts and fields of knowledge, including education, there is a gap between what teachers perceive as feedback provided and what students perceive as feedback received. The research conducted by John Hattie and his collaborators, with subsequent adaptation for the field of music by McPherson and Hattie (2022), provides insights into the dynamics of communication between teachers and students. This framework includes modeling effective strategies and behaviors and the content of feedback and its potential impact on students' daily practice. The primary objective of this project is to examine the influence of feedback provided by instrumental teachers on their students' performance. The sample will consist of music students who serve as Assistant Teachers in the music program at UNICAMP. Data will be collected through video recordings of instrument lessons, interviews, and intervention in the form of workshops. Data analysis will consist of transcription and coding of the collected contents. The participants' statements will be analyzed and organized into two stages of coding, following the approach proposed by Brook et al. (2019a). The first coding stage aims to identify the type of feedback: Feed Back, Feed Up, and Feed Forward. In the second stage of coding, the data will be organized according to the level of feedback identified by Hattie and Timperley (2007): Task Level, Process Level, and Self-Regulatory Level. By investigating the importance of feedback as an integral part of the music learning process, we hope to advance the discussion about developing assessment practices in music education and to improve music student learning.