Since the publication of 'The Power of Feedback' (Hattie & Timperley, 2007) and its application to music by Gary McPherson (McPherson et al., 2022a, 2022b), evidence-based information has emerged on what needs to be considered to provide feedback in music learning and performance situations that strengthens resources and potential. In the Workshop will be presented the 'WIN-feedback’, a constructive communication-model which integrates the findings of Hattie and team and a model developed by Jenna Müllener (Müllener, 2005, pp. 108-109). WIN-feedback is extremely well-suited to the context of music and music education, with its complex, multi-level creative processes.The ’WIN-feedback’ is based on the premises of motivational psychology (Heckhausen & Heckhausen, 2025; Grey, 2003, pp. 83-84; Roth, 2021, pp. 73-74), on the psychological needs (Deci & Ryan, 2000; Evans et al., 2013; Reeve, 2013, extended with the need for orientation, Epstein 1991: p. 79f, 1993: p.399 ff., Cincera 2025). Further premises are the concepts of constructivism (see Hattie 2023 p. 309-310), Harnischmacher, 2008, Burr, 2024, Simeon 2015) and the axioms of theme-centred interaction by Ruth Cohn (see Schneider-Landolf et al., 2014).The abbreviation 'WIN' stands for the macro-level question, 'WHICH of all the observed processes, resources, and associated indicators are explicitly advantageous to reinforce?' 'IN which approaches may prospective development reside and are recommended for focus?' and 'What concrete insights will you take with you for the NEXT step?' (N). Prior to these three steps, an overall assessment and an orientation-providing overview, free from judgement, are recommended.At the micro level, three central aspects are the indicator-led description, the transparent derived and related evaluation the subsequent open questioning. The quantity, the timing and the wording have in good practise an immediate positive priming effect (Collins & Loftus, 1975; Francken, 2016; Siegel, Chapt. 30).During the workshop, participants will learn about the WIN feedback model as it relates to music education and the arts. As well as putting it into practice, they will gain a brief insight into the theoretical framework and evidence-based principles. The workshop will enable participants to observe and practise applying the model in short sequences and familiarise themselves with the essential principles of constructive feedback. They will also be able to compare their own good practice and knowledge with the model. They will also gain an understanding of how the ‘WIN feedback’ model can be applied to self-evaluation and peer feedback processes.