Abstract
The purpose of this research is to clarify the affective influence that a class practice based on the Teacher Adviser Supporter (TAS) model has on the students in music lessons. The study uses the association method proposed by Itoyama and Kamizono (2004) to create emotional vectors for evaluating the emotional aspects of students in TAS practice. This evaluation reveals through the use of emotional vectors areas of the activity that students find difficult and interesting as well as areas that affects them emotionally. The results show that class practices based on the TAS model tend to trigger students’ interest in music-making and performance. In addition, few students responded to the stimulus word “uninteresting,” revealing that class practices based on the TAS model are emotionally meaningful.
