Sounds That Touch the Silence. Poetry and Music as a Form of Therapy in Polish Language Lessons in Secondary School

Abstract

The article examines art therapy and its application in teaching Polish at the upper-secondary level. It begins by defining art therapy and outlining its main assumptions, followed by a presentation of how music therapy can be used with students both in general groups and with special educational needs. Particular attention is given to students on the autism spectrum, for whom music – through rhythm, repetition, and emotional impact – can organize, calm, and facilitate engagement with poetry and communication. The analytical-interpretative section discusses methodological implications for working with poetry supported by music. Adam Mickiewicz’s Stepy akermańskie are paired with Arvo Pärt’s Spiegel im Spiegel as a proposal for creating a contemplative and calming atmosphere. The second example links Cyprian Kamil Norwid’s Fortepian Szopena with Fryderyk Chopin’s Piano Sonata in B-flat minor, Op. 35, supporting deeper interpretation, aesthetic experience, emotional reception, and understanding of the historical-cultural context. The article emphasizes the effectiveness of integrating Polish language education with the idea of the correspondence of the arts and highlights the role of art therapy in supporting students with special educational needs, especially in the reception of poetry.