The purpose of this paper is to analyze the experience of school music curriculum. In other words, it seeks to shed light on curriculum as learning experience from the context of school members who are in charge of school music curriculum. How is school music curriculum experienced by school members? This is the key question upon which this research is based. This research terms and objectivizes this as an experience of school music curriculum and question's the children's experience of school music curriculum. The specific method for understanding the experience of school music curriculum employed in this paper is quantitative analysis. In addition, comparative analysis of Japan and South Korea is also employed so as to further shed light on the characteristics of the content and structure of the experience of school music curriculum. First, the paper examines the characteristics of systematized school music curriculum in Japan and South Korea. Next, it analyzes the experience of school music curriculum of children in Japan from the results of questionnaires. Third, it analyzes the experience of school music curriculum of children in South Korea from the results of questionnaires. Finally, it examines the relationship between the systematized school music curriculums in Japan and South Korea and the content and structure of the extracted experiences of school music curriculum. Through the above, the author wishes to demonstrate the characteristics of the content of experiences of school music curriculum and the significance of examining the experience of school music curriculum in research on school music education. As a result, the following points became clear: 1) As a result of factor analysis (Principal factor method, Varimax rotation), 6 factors were extracted from Japan. The denominated factors were "collective (cooperative) musical function", "learning method", "classroom rules", "musical sentiment", "interactions" and "self-confidence/feelings of capability." We can say that these factors form the content and structure of experience of school music curriculum for children in Japan. 2) As a result of factor analysis (Principal factor method, Varimax rotation), 6 factors were extracted from South Korea. The denominated factors were "study learning effectiveness/method", "classroom rules", "recognition", "musical sentiment", "socialization" and "skills." We can say that these form the content and structure of the experience of school music curriculum for children in South Korea. 3)In the F1 factors of both Japan and South Korea, factors that have subsumed aspects such as sentiment, recognition and skills were extracted. This signifies the existence of latent variables in school music curriculum that work together with these factors. These factors have not been extracted from preceding studies in other subjects and can be indicated as characteristics of the experience of school music curriculum. The significance of this research is acknowledged by the fact that these factors have been extracted using the major factor method, allowing for the possibility of proposing unique latent variables for school music curriculum. 4) The experience of school music curriculum of children consists of two inextricable aspects: overt dimensions and latent dimensions. Put differently, it is prescribed by both a manifest curriculum and a hidden curriculum. What has become clear from the analysis of the experience of school music curriculum in this paper is that, in children's frameworks, curriculum as an educational plan is one aspect of the dynamic and fluid nature of a curriculum that permeates the meanings, forms and frameworks of experience while forming them at the same time.