Enhancing Sensorial Connectedness

Getting in touch with a local ecosystem

In today’s world, it is becoming increasingly important for individuals to develop a deeper understanding of their connection with the environment. Enhancing sensorial connectedness is a transformative approach that invites students to engage with a local ecosystem, fostering a sense of interdependence and appreciation for the natural world.

This tool provides students with the opportunity to observe and reflect upon the interdependence of ecosystems and their own place within. It immerses students in sensory experiences and exploration while collecting materials from their surroundings.

The act of gathering materials not only serves as a means of hands-on exploration but also sparks contemplation. In this way, students not only deepen their individual connection with the environment, but also lay the foundation for meaningful discussions and collective understanding.

Learning outcome

The student has a keen sense of being connected with a larger ecosystem

Registering a variety of sensorial perceptions and free associations of environmental qualities.

1.Registering Sensorial Perceptions

2 hrs

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.

Tip: read more detailed descriptions of haptic touch, cutaneous touch and kinaesthesia.

2.Gathering Materials

1,5 hrs

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.

3.Filling Bags

15 mins

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.

4.Reflection and Presentation

15 mins

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.

Tip: to prepare the presentation, students use the reflective questions provided.

5.Collaborative Artwork Creation

2 hrs

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.

Conclude by having the different groups present the collaborative artworks to each other, allowing for a collective appreciation and discussion of the diverse interpretations and expressions.

Tip: during the creation process, encourage the students to engage in discussion and reflection.

In a tool for enhancing awareness of connectedness, the empirical, sensorial learning process itself becomes a matter of assessment. In Step 4, this is further elaborated by the individual presentations, where students are to reflect on their sensorial experience with the environment and objects.

Purpose

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.

Roles

Self-assessment

Characteristics

Self-regulated

Materials

Reflective questions

Download Reflective questions

Descriptions of haptic touch, cutaneous touch and kinaesthesia (Step 1):
Haptic touch refers to the sense of touch that involves the perception of texture, shape and size. To register a haptic touch, students should pay attention to the physical properties of the objects they are touching. They can explore the texture, shape and size of the object by running their fingers over its surface, feeling its weight and temperature and noticing any other tactile sensations that arise.

Cutaneous touch refers to the sense of touch that involves the perception of pressure, vibration and temperature. To register a cutaneous touch, students should pay attention to the pressure, vibration and temperature of the objects they are touching. They can notice the sensation of pressure against their skin, the vibration that occurs when they tap an object and any temperature changes that they feel when they touch different materials.

Kinaesthesia refers to the sense of body position and movement. To register kinaesthesia, students should pay attention to the movement of their bodies as they interact with the environment. They can notice how their body feels when they walk on different surfaces, lift and carry objects of different weights and move their body in different ways.

Overall, to register these sensory experiences, students should pay close attention to their own bodily sensations and actively engage with the environment. They can take note of any sensations that arise and reflect on their experience later in class or discuss it with their peers.

Tips for engaging in discussion and reflection (Step 5) can be downloaded below.

Download Tips for engaging in discussion and reflection

Howes, D. (2003), Sensual Relations. Engaging the Senses in Culture & Social Theory, Ann Arbor: University of Michigan Press.

Howes, D. (2022), The Sensory Studies Manifesto. Sensorial Revolution in the Arts and Human Sciences. Toronto: University of Toronto Press.