This study aims to explore possibilities and potential future directions for music curricula by analyzing music courses with the goal of improving music in the integrated elementary school curriculum ‘Pleasant Life’. The results are as follows: First, since curriculums or achievement criteria are suggested as topics, an author’s intention has an influence on the direction and level of a textbook. Second, because music activities are not clearly described, they are not helpful for students’ self-directed learning. Third, music activities are stated in all achievement criteria so that there might be a preconception of ‘integration for integration’. Based on the above results, directions for improvement can be set as follows: First, it is necessary to pay attention to the integrated meaning of individual courses, focusing on each curriculum. Second, the theme-centered trans-disciplinary approach that selecting a theme or questions is an exploring process with interest, should not be considered without academic presupposition or classification. Third, it is necessary to have an in-depth understanding of the elements of each course such as the academic characteristics and developmental differences in each curriculum. While most researchers have insisted that the stage from young childhood to around age 10 is a critical period to improve musical capabilities, music curricula in ‘Pleasant Life’ are just a means of integration without any chance for students’ musical growth and improvement. Therefore, there should be intensive research on integrated curricula and continued studies on future directions and knowledge connectivity of individual courses from multiple aspects.