The students sit in a quiet environment with their eyes closed and listen to various sounds (e.g., birdsong, rain, train, laughter, dog barking, whispering, door slamming). Afterwards, they express what sound they heard and what emotions it evoked in them – either verbally or through drawing. There is also an opportunity for creative associations and storytelling.
Proposed step by step implementation of the learning activity:
- Preparation – Teacher’s Tasks Before the Activity: Creating the sound material: The teacher selects 6–10 different sounds in advance. These may include: From nature: birdsong, wind, raindrops, waves; From everyday life: zipping a zipper, door closing, clinking glasses, buzzing hair dryer; Musical sounds: sounds of instruments (xylophone, piano keys), musical excerpts; Self-made sounds: clapping, crumpling paper, footsteps, jingling keys. Providing tools: speaker or smartphone to play the audio, paper, drawing tools, or a worksheet for reflections. Preparing the space: students sit comfortably at their desks or in a circle on the floor. Minimize external noise if possible so that attention is truly focused on the sounds.
- Starting the Activity – Getting in the Mood: The teacher briefly explains the rules: students close their eyes, do not speak, and just listen. They may explain that there are no “right” or “wrong” answers — the goal is to observe what they feel, what images or memories come to mind when hearing the sounds.
- Listening to the Sounds – One by One, with Conscious Attention: The teacher plays or produces each sound live (lasting about 10–20 seconds). After each sound, there is a short pause (1–2 minutes) so students can write down or draw: What feeling did the sound evoke in them?; What memory or story did it remind them of?; What image did they visualize during the sound? Drawing is also an allowed option for those who still find written expression challenging.
- Sharing and Processing – Experience Exchange, Reflection: Small group discussion (3–4 students per group): How did they react to the same sound?; Were their emotions similar or different?; Which sound was the most interesting for them, and why? Whole-class discussion (moderated by the teacher): Which sounds evoked shared emotions?; Are there noticeable differences between boys and girls, or based on age?; Which sounds were easily recognizable, and which were more mysterious?
- Conclusion – Systematization, Emotional Summary: At the end of the session, the teacher collects responses from the group together: Which sound was: the most calming?; the happiest or funniest?; the scariest or most surprising?