With the emergence of the Fourth Industrial Revolution, diverse changes in music class using artificial intelligence, virtual reality and augmented reality are anticipated. Such changes imply that schooling should now be more than just acquisition of knowledge or repetitive training. This study attempted to develop a plan which can make students actively participate in class and solve problems on their own after designing problem-solving learning steps and selecting curriculum for high-grade elementary students to nurture creative and convergent talents which were emphasized in the 2015 Revised Curriculum. Specifically, after selecting a creativity & convergence course teaching-learning model, ‘music in daily life’-centered curriculum was examined. Then, problem-solving learning courses by creativity-convergence stage were analyzed. Diverse attempts allowing students to recognize musical problems and actively respond to and solve them on their own are an effective way to experience true creativity-convergence courses. In addition, this study investigated key issues in each stage for problem-solving learning during creativity-convergence courses. In other words, determinants for problem-solving in each stage can be examined. Music and problem-solving learning offer students various experiences in nurturing talents with creative emotions based on convergence thinking. However, all these courses should be designed for students’ musical growth. In other words, they would be a new challenge for developing balanced and aesthetic talents, not just functional aspects only.