In the junior high school government curriculum guidelines that were revised in April 2012, the enhancement of language activities is the first thing mentioned as an important item that should be improved. Language activities are also incorporated into the area of appreciation in music courses, and activities such as “describing in words” and “criticizing with a basis” are stipulated.
Importance is now being attached to proactive learning content in which students express the feelings and thoughts they have during music appreciation in words, and more and more emphasis is being placed on the need to express music appreciation in writing in appreciation classes.
　In this paper, we examine the kinds of differences that can be seen in words describing music depending on the existence or lack of musical experience, without being tied to parts of speech such as adjectives and attributive verbs, by using KH-Coder software to analyze the contents of questionnaire surveys on musical experience and music appreciation writings by junior high school students, and also shed light on the impact of verbalization on music appreciation education by clarifying how the words students use to describe music in their music appreciation.