Ask what the camper is trying to make, then give one useful next step. Describe choices and progress rather than judging taste or comparing people. Help participants keep experimenting without making a final performance their only measure of success.
Ask what the participant is trying to do before telling them what to change. Their goal may be different from the teacher's taste.
Use specific observations. “The large shape helps me notice the bird first” teaches more than “Good job.” “Try a slower entrance after this cue” helps more than “Be more musical.”
Offer one next step at a time. Too many corrections can make a beginner stop. Ask whether they would like a demonstration or a question to help them solve it.
Do not fix the whole piece yourself. The work should still belong to the learner. A display of adult-finished projects may look polished but teach very little.
Set group feedback rules: describe, ask, and suggest respectfully. No rankings of people's bodies, voices, backgrounds, or worth. Do not force someone to present unfinished work before they are ready.
Distinguish behaviour from creative choice. A surprising colour choice is not a discipline issue. Throwing paint at someone is. Explain the actual boundary and provide a way back into the activity when safe.
Your task: Give teachers three examples of useful feedback and three phrases your camp will not use.
