Abstract
In order to systematize a more effective teaching-learning program, it is necessary to know what kind of affective responces learners make in various types and styles of music. In this research we have tried to examine objectively covert affective responces of learners in various sounds by use of the semantic differential with fifteen pairs of adjectives which consist of factor of feeling, of tempo and dynamics, of mass, of touch, and of nature. The results of the present study are: (a) the difference of affective responces in music between females and males in mainly found in the factor of feeling; (b) the difference between senior and junior high school students is chiefly found in the factors of tempo and dynamics, and mass. We may say that when we systematize a teaching-learning program for senior high school students, we should pay much attention to refinement of affective responces of learners by the reinforcement of cognitive responces in music.
