Abstract

Adding sounds to texts is seen as an effective tool to stimulate paying attention and listening in education, and at the same time it promotes the development of musical skills. It can also develop motor skills if movement is added to the performance. It implies representing with sound (or music) what is narrated (story/situations), seen (images) or felt (emotions/sentiments). Despite the numerous examples of musical tales which can be found nowdays, putting sounds to stories is not a frequent activity carried out in compulsory education, both primary and in kindergarten. In the research undertaken that is described in this article, most of the students that study the Degree of Primary Teaching, point out that they do not know nor have had any experience with this type of activity. These future teachers value positively taking part in a project related to putting sounds to a story related to environmental awareness and stress the importance of implementing such experiences in school contexts.