This activity teaches close listening and the descriptive writing of sound. The student listens twice, then writes for an imagined first-time listener. That audience matters. Writing for someone who has never heard the music forces the student past “it sounded nice” toward specifics. What instruments? What changes? What gets bigger or smaller? The two-listenings rule is important. First listening is the experience. Second is for the writing. Students often want to start writing during the first listen. Hold them off. Listen first, write second.