This study is based upon the problematics that ‘humanity education’ implemented at school is still symptomatic treatment, separate from ‘subject education’, and has difficulty in being developed continuously as educational activities, which are integrated into school curriculum and meaningful for students’ lives. In this vein, this study aims to understand the practice, outcome, and contexts of ‘Musical’ education of K middle-school in a low-income area. This school has conducted Musical education successfully as humanity education by making efforts to make education educational, through integrating ‘creative activity education’ and various subjects education into musical activity and festival. Only if it could be understood how humanity education has been planned and implemented in the concrete context of school, the research results might contribute to practising and expanding this model to the other schools. As results of research, it is revealed that adopting new perspective of music education and autonomous form of festival has enabled various subjects and creative activity education to be placed properly in the process of musical education, and consequently self-respect, self-management, problem solving as well as collective experience of achievement have been developed. Also it is identified that such a successful implementation and settlement of musical in the curriculum and tradition of K-school can be possible due to the music teacher’s reflection on the essence and object of music education, indomitable trials and errors of the association for studying music subject, institutional and financial support to such efforts of teachers and transforming their accumulated experiences into a manual, and finally school principal’s trust and support.