2.3 Getting feedback on your music project  (Page 4/4)

Some people will be better than others at giving thoughtful, useful, constructive criticism that you can understand. So

• Always practice receiving constructive criticism in the spirit in which it is intended: not as an attack on what you can do now, but as recognition that you can learn to do even better. If even friendly, helpful advice feels hurtful to you, consider working on developing an attitude of wanting to benefit more from the knowledge of others. It may help to practice constructive criticism for yourself.
• Be aware that some people do enjoy giving attack criticism , which is intended to make the receiver feel less capable or competent. You can recognize attack criticism because it contains no positive comments and no helpful suggestions for improvement. If you have teachers who engage in attack criticism, try to replace them. If other experts or allies appear to be giving attack criticism, seek feedback elsewhere. If you ask for feedback from crowds, be aware that you are very likely to attract attack critics, and be ready to dismiss their comments as being focused on their own needs rather than on yours.
• You may get feedback that is genuinely intended to be helpful, but, for whatever reason, does not speak to your needs as a music learner at this time. Again, if this is often the case with your music teacher, you might consider looking for a different teacher. If an expert or ally gives this type of advice, consider seeking help from someone else next time. If nobody else is available, consider asking different questions next time.

The inquiry

This inquiry is designed to help you locate some of the sources of useful feedback that are available to you as a music learner.

Ask

Your question for this inquiry will be: From whom can I get constructive criticism that will help me pursue my music-learning goals?

Investigate

For your investigation, decide on an area of music learning that you would like to focus on right now. For example:

• If you want to become a more knowledgeable listener, decide on a type of music that interests you and what you would like to learn about it.
• If you want to work on singing or playing an instrument, what specific skill or ability would you like to work on right now?
• If you would like to improve your abilities as a composer, arranger, songwriter, or improviser, what specific skill or ability would you like to gain, and in what music genre or style?

Deciding on a specific music-learning focus may require almost no research; you may already have something in mind. If not, you may need to do some reading, listening and/or thinking. If you have trouble stating a specific interest or learning goal, consider doing the inquiry in Designing Inquiry Questions or in Ways of Knowing about Music . If you are not certain where to look for reading or listening resources, consider doing the Finding Resources inquiry.

Create

Prepare a creation that shows off the best that you are capable of doing in that area right now. This might be, for example, a song you have written, a piece that you have been practicing on your instrument, or a short essay describing what you hear when you listen to the music that interests you. You may have to prepare this creation "from scratch" or you may be able to polish up something you have already worked on. If you have no idea what kind of creation would show off what you know right now, consider doing the inquiry in Creative Responses to Music Learning .

As you prepare your creation, make a list of any problems that you cannot seem to solve, any weaknesses that you do not know how to fix, or any specific learning goals that you think might make it better.

If it truly is not possible to prepare a creation to show off your present abilities, then prepare a set of well-thought-out, thoroughly researched, intelligent questions instead. (For example, if you have not even bought an instrument yet, you may want to research instruments and then ask some well-informed questions about what you should buy.)

Discuss

The "Discuss" step is the part of an inquiry in which you get feedback, so this is the crux of this particular inquiry. Choose at least three people and arrange to present your creation to each of them, separately. As much as possible, try to choose different kinds of people , for example, one teacher/expert, one peer/bandmate, and one friend/relative.

Listen carefully to any feedback they want to give, but ask each one at least one specific question that should give you useful information about your "problem" or "goal." Work on your creation a little more with their suggestions in mind before you answer the "Reflect" questions.

If you are doing this inquiry as part of a class or group, report on and discuss your experiences with your group before making your final reflections. As a consideration toward your helpers, do not name them in your discussion. Refer to them in an anonymous way, for example, as "a friend" or "a fellow choir member."

Reflect

As you reflect on the feedback you have gotten and think about where you might turn for future help with your music-learning goals, consider the following questions:

• How easy to understand were the suggestions from each of your helpers? How different were they from the understandings you already had?
• How useful did each suggestion appear to be when you went back to working on your creation?
• How useful do you expect the suggestions to be as you continue to work on this problem or goal?
• How convenient or difficult was it to schedule a session with each person?
• Did each appear to be willing and eager to help? Interested in your problem and questions? Busy or distracted?
• Can your growth as a musician directly benefit any of these people in any way? Can you think of reasonable ways you might "repay" the help?
• Can you think of any other people in each category who might also be willing and able to give you help and suggestions? Does it make sense to extend this activity by also presenting your creation to them? Would it make sense to try some of them the next time you want feedback?
• If you do not seem to have enough people to ask for this kind of support, is there something you might do to build new connections? (For example, could you join a group? Start one? Take a class? Build online friendships with others who share your musical interests and goals?)