"From: Jack Campin - PM
Date: 11 Feb 10 - 07:52 PM
I've taught instruments a bit. What I found myself doing was very rarely finding fault with anything ... I made suggestions about how specific actions would lead to particular results - "that will sound more danceable if you keep the tempo steadier", that sort of thing."

I think such a pragmatic approach would work well for sensitive types but still be useful to those who want feedback on weaknesses needing work. The student's weaknesses are expressed implicitly in such a statement - so the student knows what's up - but most importantly the emphasis is on providing the student with a set of *tools* with which to address their weaknesses.

Otherwise the person who suggested throwing the question 'how do you think that went?' back at the singer sounds a good idea. Get *them* reflecting upon and analysing their own performance, and their stregths and weaknesses, from get go.