This research aims to develop an ‘active listening attitude’ among pupils playing in ensembles within the DKO. To this end, a series of exercises was developed that can be directly integrated into lessons. These are based on five parameters: focused listening to recordings, improvisation, giving signals, dynamics and positioning. The exercises were used with two groups of adults and one group of young people (cross-sectional multiple case study). During the practical sessions, group discussions were held, alongside personal reflections outside these sessions. The exercises were analysed using audio and video recordings. A questionnaire was also administered at the end of the research. The results show that focused listening to different forms of sound promotes the student’s sensitivity, focus and inner calm. A (blind) group improvisation at the start of the lesson appears to lower the threshold for anxiety about improvisation and, in some groups, also serves as a starting point for compositional material. Interpreting and adapting each other’s solos further lowers the threshold in a playful way and promotes mutual attention. Learning to give clear cues within a freer song structure stimulates autonomy and alertness. Elements of sound painting promote nuance in playing. Experimenting with alternative classroom set-ups also creates new acoustic and communicative challenges that further demand focus.