The purpose of this presentation is to describe and to discuss an attempt to bring artistic processes into a dialogue with other learning processes. – I argue as follows: A sensuous experience at times evokes an active, aesthetical response to a concrete challenge (Østern 2002, Østern 2008). This process of a spontaneous engagement is supposed to be central in the field of teacher education and in teaching and learning processes in general and in pedagogy as a whole (Patry 1989, Bergstedt 2011b, Herbert 2010, Østern 2008, Kraus 2008a et al.). Among others, concepts such as Pedagogical Tact (Althans 2007, Patry 2012) or Learning as an Event (Bergstedt 2011a) etc. refer to this aspect of momentousness. In order to grasp it theoretically and empirically as well, we have to find a way to describe the qualities of transformations as learning processes (Dewey [1934] 2005) deriving from such active, aesthetical responses.  At first, this question will be elaborated in didactical regards. Then it will be worked out, how this momentousness can serve as a reference for research. That is to say didactical and methodical procedures meet with methodological and scientific-empirical questions. Then a setting for virtual education, the “Sensitive Threshold” (Kraus 2007, Bauch & Kraus 2008b) will be introduced. It is supposed to serve as a didactical means and at the same time as a means for empirical research. 

Methodology, Methods, Research Instruments or Sources Used The installation „Sensible Threshold“ refers on one hand to to audio-guides used in museums to make different topics audible by means of spoken texts and sounds. On the other hand, it refers to the fact that one can move in virtual realities, causing effects by walking or putting one´s hands up. Both aspects merge into the concept of a sound installation. A camera scans six areas near the entrance of a school. When a person steps into one of these areas a sound file is activated, by stepping into another area he/she activates another soundfile. By the combination of different soundfiles, a kind of audio-guide is generated. The presented topic can be picked up in emotional, imaginative, or cognitive ways. Students also produce their own audio-guides by choosing a subject, finding a way to make it audible and collecting the sounds by using the Internet or an MP3-Player. By audible recordings (ambient noise carpets, music etc.) a broad knowledge about a culturally significant situation or concern can be mediated. The transformation of learning contents into sounds brings about various learning processes. Conclusions, Expected Outcomes or Findings By referring to an approach developed in Lewitt (2009) it will be evaluated and discussed how this setting of virtual education can help to develop and assess the professional competences of a large number of teacher students.