With the constant call for education reform across the globe, Music and Arts are not exceptional in terms of modifications from curriculum makers and developers. The recent enactment of the Philippine Republic Act 10533 paved way for the fundamental overhaul of the country’s educational system. This national amendment aims to catch up with the global academic standards in the basic education. The law directs a compulsory Kindergarten program and an additional two years of senior high school accumulating to 12 years of basic education. This program aims to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare students for tertiary education. As part of the Philippine basic education curriculum, both Music and Arts were also overhauled as part of the law’s objective to de-regulate topics that were previously taught in only 10 grade levels. This paper aims to present the intertwining concepts of Music and Arts as presented in the new Philippine K to 12 Curriculum. Moreover, it attempts to feature several queries related to the general criteria for curriculum analysis. Underpinnings of curricular analysis as suggested by Thompson (1975) were employed to understand the whole context of intertwined concepts of Music and Arts. Overall, this paper gave an overview of the existing contents of the Music and Arts and analyzed its interweaving concepts.