This study aims at searching for what types of using time could be represented, and how teachers give lessons in music class of elementary schools. The objects of investigation are two teachers in charge of 6th-year classes. We use both quantitative and qualitative analyses. Through the quantitative analysis, we studied the dividing rate of using class hour for teachers and students, and analyzed teachers ' teaching methods through the qualitative analysis. In view of the results of the quantitative analysis, we could know that music class is usually run by students' activity. Teachers used more time in verbal methods of teaching, rather than in nonverbal methods of teaching. Among others lecturing and directing time was at a high rate, but modeling time was at a very low rate. Students ' activity held much time in a whole class hour and shows various things. However students' activity was done at the dictation of teachers. In view of the results of the qualitative analysis, we could find out that music class is taught in regular sequence(introduction - development - arrangement) presented in a curriculum. Introduction was a process grasping the students' levels. In development process, music class was run by teacher's lecture and students' activity, and was teacher-centered. Arrangement was a process confirming whether the students reached the goal of class.