As an important moment in suggestopedia, the artistic organisation of the suggestopedic educational process creates conditions for concert pseudopassivity in the student. In this state the reserve capabilities of the personality are shown most fully. The concert pseudopassivity (concentrative psychorelaxation) overcomes the antisuggestive barriers, creating a condition of trust and infantilization in the student, who in a naturally calm state accompanied by a state of meditation without special autogenic training can absorb and work over a huge quantity of information. In this state both brain hemispheres are activated”. (Creating Wholeness through Art; by Evelina Gateva p.28)
Successful classroom atmosphere
For a successful classroom atmosphere, Lozanov maintains these three elements should be present:
PSYCHOLOGICAL :A nurturing, supportive atmosphere in which the student feels free to try out the new information, be inventive with it, make mistakes without being put down, and, in general, enjoy the learning experience.
EDUCATIONAL :The material should be presented in a structured fashion, combining the Big Picture, Analysis and Synthesis. Every moment should be a didactic experience even when the learning process is not that apparent.
ARTISTIC :The classroom should not be cluttered with too many posters and unnecessary objects, otherwise we don’t see them. We go into overwhelm. Good quality pictures should be displayed and changed every few days. Music can be played as the students enter the room, and during the breaks. Plants and flowers add to a pleasant atmosphere. If the chairs are arranged in a U-shape, there is a better communication possible between the teacher and students and among the students themselves.
Music as a suggestive, relaxing medium. Lozanov researched a wide variety of means for presenting material to be learned which would facilitate the mentally relaxed, receptive state of mind he had found to be optimal for learning.
Yoga exercises, breathing techniques, special speech intonations were all tried with varying degrees of success. None of them, however, was found acceptable by nearly all cultural norms and belief systems.
Music proved to be the ideal medium, both for the purpose or creating a mentally relaxed state and for providing a vehicle for carrying the material to be learned into the open, receptive mind.
Music can become a powerful facilitator of holistic full-brain learning. After conducting numerous controlled experiments using a wide variety of music, Lozanov concluded that music of the Classical and Early Romantic periods was most effective for the first presentation of material to be learned. The music of Hayden, Mozart and Beethoven is dramatic, emotionally engaging, and ordered, harmoniously structured. It stimulates, invites alertness, and its harmony and order evoke ease and relaxation. For the second concert presentation of material Lozanov found that Baroque music was especially suited. The music of Bach, Händel, Vivaldi, Telemann, Corelli (among others) has a less personal, more rigorously structured quality, providing a background of order and regularity which supports very well the more straight-forward presentation of material during the second concert.