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A course of study that is the seventh version(elementary and secondary school) was announced in March, 2008 in Japan and enters a shift step from April, 2009. Music teaching in the school education is carried out for the next about 10 years, based on the purpose and content of this new course of study. This study examines the present conditions and problems of Japanese school music education put in the considerably severe situation and then gets the suggestion about a future fundamental idea.At first, I enunciated the current status of academic achievement in Japanese child that was based on PISA (Program for International Student Assessment) investigation and the future trends of new ability required for contemporary learner in Japan in the 21st century. The results are indicated as follows. 1) Japanese child has a problem in reading literacy and open-ended question required the ability to think, judge and express. 2) The dispersion ofthe results distribution in reading literacy spreads. 3) A habit at the home and a custom by thelife affect the background of the cause. In school education spot, we aim to raise generous and independent personalities, and wish our children to be a harmony of academic ability, morality, and sound body. Music education is one of the most important subject matter to enrich human nature and creativity. But Ministry of Education, Culture, Sports, Science and Technology points out the following as a problem of the school music education. 1) Fostering children's sensitivity and ability to think, judge and express themselves, moreover gettingclose to music for a life and taste a good point of the music culture and bringing up the attitude keeping it alive in life and the society. 2) Percepting a sound and music, then using artistic sensibility to acquire an ability of performance skill and understanding of music. 3) Having attachment in Japanese music culture and bringing up the attitude to respect different cultures of other countries by feeling the good point,and planning substantiality of the learning of the traditional music such as the Japanese song and/or musical instrument which have been got close to for a long time.Next, I examined the present conditions and a problem of the Japanese school music education after having described the change of the course of study and outline of new version (music) with a trend of the educational philosophy after 1950. Furthermore, I surveyed the transition of the social backgrounds and the basic concepts of music education in USA after Sputnik Shock in 1957,associating them with some study fields such as aesthetic education, social anthropology, ethnomusicology, behavioral psychology, cognitive psychology, and praxis philosophy that have had significant influences on Japanese music education. Recently, Philosophical issue about aesthetic and praxial approach to music education has been discussing in USA (in Japan also). For a long time the philosophy of music education has been completely dominated by the aesthetic approach "| the chief exponent is Bennet Reimer. But in recent years the aesthetic view has faced severe criticisms by like David J. Elliott, who presents a novel conceptual frame work for understanding music that centers on the notion of music as a practice. His praxial philosophy has influenced among music educators internationally in late years. From the launch of aesthetic education in the 1950s as a response to long-standing functional values to the emergence of praxial philosophy in the 1990s as a reaction theaesthetic movement, the philosophical views guiding the profession have been shaped by the social, political and cultural values of the times. Preferably, I hope that music education should be inspired by the best ideas that originate both near future.In not only Japan but USA, the continuation of the school music education is the considerably critical situation now as having mentioned above. It is necessary for music educator to continue insisting on the significance of existence of the school music education for the school spotand society, and show a practical plan by clarifying the aims of music education. Finally, it is hoped to advance a further study immediately in cooperation with educational administration and some other organizations. I strongly expect more and more development of the school music education.