In the COVID-19 era, the demand for remote and asynchronous lesson of music performance is increasing; however, it is not clear what kind of verbal information should be used. In this study, we collected 239 pieces of textual feedback in Japanese from 12 teachers for 90 performances of the same 10 orchestra studies of oboe performed by nine students. We quantitatively found that the contents of the textual feedback differed most significantly by teacher. Then, we performed multilevel modeling based on hierarchy among teachers to examine usefulness of contents, and found that four types of content contribute usefulness of the textual feedback. The results of a survey of students also supported our analysis, and in addition, suggested that ambiguous statements should be reduced to further improve the usefulness of textual feedback.

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