This study attempted to investigate the meaning and characteristics of learning-centered courses and explore elementary music curriculum plans which adopted backward design. For this, it examined the characteristics of learning-centered courses and backward design. It then applied a backward design model to such courses as a basis for revised 2015 school curriculums with a goal of searching for a new method in elementary music curriculums. A learning-centered course is an internalization process for students to realize independently while exploring knowledge through sharing, starting with active self-directed learning. In addition, backward design is a strategy that students can use to expand and apply what they learned, beyond the knowledge itself. In fact, it can be compared to ‘learning orientation’ in that it can be applied to new situations by students in a self-directed fashion. After reviewing backward design-applied, learning-centered course plans for elementary music curriculums, this study has drawn the following implications: First, balanced teacher-student and inter-student interactions are important. Second, teachers are required to work hard for context-centered courses through which students are able to find a way to solve problems in a self-directed manner. Third, a concept of process-centered evaluation needs to be extended. Fourth, inter-teacher course reflection and sharing should continue. In this way, the application of a backward design model in learning-centered courses is meaningful in that it implements educational policies in accordance with these findings.