Abstract
This study sought to clarify the processes of writing lyrics and listening to music in elementary students without
musical skills. We set two research topics from the field and previous research. Moreover, we conducted a
questionnaire survey and semi–structured interviews for five children and analyzed the data obtained using the M–
GTA method. The results confirmed the following: (1) despite not having musical skills, such as reading notes and
writing musical notation, the children participated in writing lyrics by using their methods through trial and error. (2)
When choosing words for lyrics, they performed the task while going back and forth between musical and thematic
aspects. (3) When lyrics are written according to an original musical piece, there is a lesser burden in correcting
them than when they are written before the song composition. Lyrics that are written first show more originality
than a parody. Thus, there is harmony between music and words through listening to ambiguity in this practice.
