Abstract
An essential element of creative musicianship is the ability to seek, provide, and respond to feedback. This article presents a method of teaching elementary music students to respond to creative work in a way that is productive and uplifting, using a discussion protocol. Grounded in the work of Lerman and Borstel’s critical response and Seidel’s collaborative assessment conference, this protocol is designed to give young students the language to participate in creative discourse. This protocol can be used in the revision or assessment stages of a project, and it allows students to take ownership of their own creative community while laying the groundwork for meaningful and authentic assessment.
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