<p>  The purpose of this study is to clarify how much learning is related to the process of sympathy that occurs in a music appreciation class of graphic score making. The results of the study reveal that learning is related to the following in the process of displaying sympathy in the lesson to appreciate graphic score making in this case study.</p><p>  First, a problem arose regarding the students' desire to learn to “figure out the meaning of the graphics”. In the process of the students' attempt to solve the problem, the statement of the creator of the graphics that seemed to solve the problem elicited from the creator : a verbalization that emphasized the aspect of substance of the music as perceived by the creator themselves. In other words, the quality produced by the music, and the statement of the creator of the graphics, focused the problem to be solved by the students on the quality that arose from the music. Furthermore, this drew “active interest in others who might be able to solve the problem from the students”. When students listened to music played by their teacher to help them solve problems, the students recalled their own emotional experiences associated with “feeling” that had in common “feeling” formed in their interactions with the music. As a result, the conditions for sympathy were put in place for the students and a sense of sympathy for others who might be able to solve the problem that developed. The aspect of the form of the music was also shared with others and the problem was solved. Moreover, learning took place as the meaning was shared by both the students and others.</p>