This study aims to analyze the characteristics of the revised music curriculum of North and South and draw implications associated with curriculum integration between the two countries. This study set out to compare North and South Korean music curriculums in organization, document system, and content by the item(character, goal, content, teaching and learning direction, evaluation direction, and writing direction for textbooks). The comparison results were as follows: First, both the North and South Korean music curriculums set the definitions and roles of the music subject and its expression and appreciation domains as major areas, which suggests that both of them need to continue these basic items since they are common between their curriculums. Secondly, the North Korean music curriculum was different from its South Korean counterpart in offering the Music and Dance”subject, putting an emphasis on patriotism and ideology, providing specific achievement criteria, and setting directions for textbook writing in details. North and South Korea need to narrow a gap in important issues such as different views of roles of curriculums and textbooks and ideological aspects. These differences between North and South Korean music curriculums can be resolved by doing research on North and South Korean music curriculums associated with the general introduction, basic research to overcome differences in musical terms between North and South Korea, and follow-up research on the development of common music curriculums between North and South Korea and the review of their fitness.