The Role of Formative Feedback Exemplified in one-to-one Piano Lessons: Through Feedback Levels, Feedback Types and Feedback Intentions

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dc.contributor.author Qu, Chen
dc.date.accessioned 2020-12-16T12:23:20Z
dc.date.available 2020-12-16T12:23:20Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10138/323263
dc.identifier.uri URN:NBN:fi-fe20201216100996
dc.description.abstract During a piano lesson, whenever feedback is issued, be it on an entire piece or on one measure of the music, it is assumed that some sort of informal assessment had to have taken place prior to the issue of feedback. However, the role of feedback in a piano lesson has not always been the same for the learner and the teacher. In fact, the very nature of this skill-oriented activity encourages the teacher to take on a feedback initiator role. Unfortunately, when that happens, the purpose of feedback and benefits of feedback diminishes. The aim of this study is to explore how focused attention on different types of feedback could improve the quality of feedback in one-to-one piano lessons. This study explores the techniques of analyzing formative feedback through three feedback variables: feedback levels, feedback types and feedback intentions. fi
dc.format.extent 50 fi
dc.language.iso eng fi
dc.title The Role of Formative Feedback Exemplified in one-to-one Piano Lessons: Through Feedback Levels, Feedback Types and Feedback Intentions fi
dc.subject.ysa piano fi
dc.subject.ysa opettaminen fi
dc.type.ontasot seminaarityö fi
dc.contributor.organization Taideyliopiston Sibelius-Akatemia, Klassisen musiikin osasto, Piano, harmonikka, kitara ja kantele fi
dc.format.content fulltext fi

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