ABSTRACT

This study compares the aesthetic experiences and judgments of music majors and non-music majors during classical music listening. A total of 166 undergraduate students participated, responding to a survey based on the Affect-Space Framework (ASF) proposed by Schubert, North, and Hargreaves (2016). The survey examined both emotional and affective responses across internal and external dimensions after listening to three classical pieces, each representing distinct emotional characteristics and structural complexity. The results revealed no significant differences in the overall distribution of internal and external emotional responses between the two groups. However, music majors reported experiencing deeper positive internal affective responses (e.g., awe, frisson), indicative of aesthetic experiences, particularly when listening to structurally complex and extended pieces. In terms of external affective responses (aesthetic judgments), music majors were more likely to evaluate the artistic qualities of the music as “beautiful” or “sublime,” whereas non-music majors more frequently described the same pieces as “odd” or “strange.” These findings highlight the critical role of musical expertise in shaping aesthetic experiences and judgments. Music education appears to enhance listeners’ sensitivity to musical complexity and to foster positive affective engagement, thereby contributing to deeper and more meaningful aesthetic appreciation.

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