The emphasis of the learning of musical concepts and musical skills instead of the understanding of other disciplines and backgrounds related to music led to a decreased interests of music classes to students. To solve these problems, contextual understanding, social roles and the value of music have been emphasized at the revised music curriculum. Accordingly, I have supposed the narrative as the an alternative for a solution to those problems and a realization of the spirit in a revised music curriculum. Two methods for application of the narrative in music education is studied as follows. First of all, the narrative is used as subject materials of music class. The narratives of anecdotes, tales, biography, autobiography, music criticism, etc. diversify the materials of music class. The limitation of musical work-centered existing class in the view point of materials is solved by utilizing various narrative materials. Second, the narrative is used as a method of explanation for music teachers. That is, the narrative is used to musical understanding when musical terms, the words, and the backgrounds of musical works are explained. Even though the method for a practical use of the narrative is classified into small groups in this study, several methods have to be applied together according to the characteristic of work or the concept of music to teach. As well as, the improvement of musical understanding of students should be contrived by applying several methods together.