@misc{9231025,
  abstract     = {{This study investigates how feedback is used in instrument and singing lessons in upper secondary school. We examined teachers' feedback and students' responses through stimulated recall where we observed two lessons and conducted interviews with all four informants to gain both teachers and students perspectives. Afterward we analyzed the data using a hermeneutic approach. The results of this study showed that different types of feedback occurred during the lessons where the teacher and the student, of which some of the feedback was specific to the music subject such as metaphors, and musical feedback. The results also showed a contraposition between one of the teachers and the literature as the literature advocated for the learning zone in opposition to the teacher who preferred the comfort zone. Additionally, it was found that teachers use of praise can contribute to a fixed mindset in the student and therefore praise can become a necessary part of teaching if the students learn that their confidence is connected to the teachers praise. Finally, the results show that the sense of security and the teacher-student relationship have a significant role in teaching and the effectiveness of feedback. The study concludes the complexity of feedback in individual music lessons as it’s influenced by factors such as the student’s experiences, praise, sense of security, the design of feedback, and relationships. In addition, the study shows that feedback is not a one-way communication but is an interaction between the student and the teacher.}},
  author       = {{Berglund, Lisa and Jonsson, Carolina and Torngren, Julia}},
  language     = {{swe}},
  note         = {{Student Paper}},
  title        = {{"Du måååååste räkna!" - En studie om återkoppling i instrument- och sånglektioner på gymnasiet}},
  year         = {{2026}},
}