In the world of music education, the act of showcasing original work to peers and instructors can appear straightforward—a chance for growth and improvement. Yet, beneath this surface lies a labyrinth of complexities and nuances waiting to be unraveled. Andreas Waaler Røshol delves into this topic in his recent publication titled “Putting the ego aside: A case study of the peer-to-peer feedback dialogue among electronic popular music makers within higher education.

Røshol’s study focuses on the peer group song assessment (PGSA) setting within Norwegian electronic popular music education at the university level. Through in-depth interviews with eight students, he illuminates the multifaceted nature of real-time peer feedback and its role as a catalyst for learning and growth.

At the heart of Røshol’s exploration is the notion of risk—an inherent component of presenting original work for critique. His findings reveal a dynamic interplay between the content of the presentation, the focus of the feedback, and the perceived level of risk associated with both giving and receiving feedback. Feedback that delves into elements of a student’s work that are deeply intertwined with their creative vision and personal investment is often perceived as the most challenging to give and yet the most valuable to receive. This highlights the delicate balance between constructive criticism and preserving the integrity of artistic expression—a balance that both students and instructors must navigate carefully.

Røshol’s study sheds light on the intricate dynamics at play within the PGSA setting, challenging traditional notions of feedback delivery and reception. By emphasizing the importance of contextual factors such as creative investment and personal attachment, he underscores the need for a nuanced approach to peer feedback in music education.

Read the article here:

https://intellectdiscover.com/content/journals/10.1386/jpme_00134_1

The article can also be accessed through open access here: 
https://hdl.handle.net/11250/3129973

About Andreas Waaler Røshol:

Andreas Waaler Røshol’s research centers on electronic music production within the Digital Audio Workstation (DAW) environment at the Department of Popular Music at the University of Agder. His particular focus lies in examining value judgments and decision-making processes within these environments, as well as exploring the interface between the roles of making instrumental tracks (known as the tracker-role) and crafting vocals (referred to as the topliner-role). His artistic profile is best understood in light of his dual experience as both a topliner and a tracker. Røshol also serves as the program leader for the bachelor’s degree program in electronic music