Listening and learning music is nowadays one of the youngest areas in music classes. By digitizing the society, audio contents have become available to all, and the ‘’listening’’ aspect has grown in prominence. In 2006, an open model was implemented in Croatian schools, so listening and learning music has become a central activity in music classes. There are many divisions of types and approaches to listening to music in literature, but, in class, it can be divided based on objective, content and activity. The objective of listening is to form students’ taste for quality artistic music and to expand students’ aesthetic education. The content consists of artwork and auditory example (part of the composition). Listening can be active and passive based on the activity. Passive listening implies using music in the background whilst doing some other activity whereas active is focused on music and its elements. Active listening is always present in class. The approach to listening is always concentratedly via analytical monitoring and spotting of components. Psychological researches have shown that learning music and musical works require repeated listening. Because of that reason, it is necessary to follow a cognitive methodical approach in class. The basis of this approach is assigning tasks before listening and monitoring while listening. After listening comes discussion where students must verbalise what they have previously heard so they can upgrade their musical knowledge with new tasks given in the same order.