Enhancing Sensorial Connectedness

Gather at the chosen location together and notice the materials around (e.g., on the beach, look what has been washed ashore). The materials can be ‘natural’ (e.g., seaweed, shells, crustaceans, feathers, etc.) or ‘waste’ (e.g., plastic items, cans, etc.). Registering sensorial perceptions, the emphasis is first on sight: what, what kind, where and how much?

After observing the surroundings and observed materials, students will move on to the sense of touch. This will begin with noticing wind direction and force, air and water temperature and the texture of the sand, both dry and soaked. Instruct students to differentiate between haptic touch, cutaneous touch and kinaesthesia.

Next, register smells, sounds and, if hygienically permittable, taste.

Throughout this process, it is important for students to be fully present and actively interact with their environment, paying close attention to their own bodily sensations. Encourage them to take note of any sensations that arise, which can later be reflected upon in class or discussed with their peers.

The students collect materials and record their location and quantity in relation to the environmental qualities observed. While collecting materials, they take note of their own sensory experiences of haptic and cutaneous touch and the thoughts, associations, stories and memories that come to mind.

Touch, being a unique sensory experience, can be shared among students either in the moment or later during class discussions. This allows for a collective exploration and understanding of the tactile sensations encountered during the material-gathering process.

Students choose materials to bring to the classroom. 

Instruct students to remain aware of their surroundings and the objects they are collecting. They should continue to reflect on both, register their thoughts and, if desired, share their thoughts with those who are physically close to them.

Once the materials are collected, they should be placed in a bag to take back to class. Students may choose to share a bag for collecting the same kind of objects, or they may opt for individual bags for specific types of materials.

Upon returning to the classroom, all students empty their bags and place the collected materials on the tables.

Each student then chooses one object from their collection and presents it to the group, sharing their reflections on the sensory experiences, associations, and memories associated with that particular item.

The presentation should last approximately 10 to 15 minutes and include a question-and-answer session for further discussion and exploration.

Invite students to form teams of three, based on the common interests and themes identified during the individual presentations. Working together, they will create a collaborative piece using the materials collected that reflects their shared ground.

Assessment as learning aims to strengthen the learning process and the development of metacognitive skills. It empowers students to direct their own learning and to become independent, critical self-assessors.

Self-assessment

Self-regulated

Reflective questions