Bylica, K., & Rathgeber, J. (Forthcoming). Fostering meaningful feedback through the Critical Response Process. Music Educators Journal, #(#), ##-##.
Abstract: Feedback plays an essential role in music education, helping individuals learn to consider creative works from multiple perspectives. In this article, we explore the Critical Response Process, a four-step process for engaging with artistic works-in-progress, be they new compositions, improvisatory pieces, or performances of ensemble literature. Founded on the principle that both student-artists and responders play active roles in feedback, this process is designed to promote discovery and help students learn how to engage in a responsive feedback dialogue with others. In addition to outlining the process, we also offer narratives from our own practice, examples of how the process might be implemented in various settings, and ideas for adaptations.
Abstract: Feedback plays an essential role in music education, helping individuals learn to consider creative works from multiple perspectives. In this article, we explore the Critical Response Process, a four-step process for engaging with artistic works-in-progress, be they new compositions, improvisatory pieces, or performances of ensemble literature. Founded on the principle that both student-artists and responders play active roles in feedback, this process is designed to promote discovery and help students learn how to engage in a responsive feedback dialogue with others. In addition to outlining the process, we also offer narratives from our own practice, examples of how the process might be implemented in various settings, and ideas for adaptations.
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