The purpose of this study is to clarify the way in which teachers need to encourage their students to facilitate inquiry-based music learning in a class called "Composing Music That Utilizes Tones Created by Rubbing Objects." The class is based on the theoretical framework of inquiry-based learning. First, prior research on the topic has been reviewed and "the inquiry-based approach" to learning, which is the target of this study, has been difined. Next, a class that took an inquiry-based approach to music learning has been analyzed from the perspectives of what teachers did and how students reacted. The results clarified that teachers' leadership in teaching inquiry-based music class is aimed at guiding the students to continuously develop their experience. Therefore, the following environmental precursors and direct instructions were set up: 1) create a new environment in the students' immediate experience in order to generate an indeterminate situation; 2) have the students objectively view the interaction between the objects and themselves in order to encourage the analysis of the indeterminate situation; 3) elicit the relationship between images and components from the students and organize them in order to encourage the children to think of a solution for the indeterminate situation; and 4) ensure an opportunity for the children to hear their own sounds and individually ask them questions in order to both generate the indeterminate situation and to encourage the children analyze it.
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