Abstract
National Core Arts Standards require students to use feedback from peers to refine both their performances and their compositions in the artistic processes of Create and Perform. When asked to give feedback to a peer, many students stop at comments like “It sounds good,” and do not naturally give specific, meaningful feedback. Therefore, teachers need to develop the capacity of students to give meaningful feedback to each other. This article outlines strategies and activities for building a classroom rich in meaningful student-provided feedback.
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