[[abstract]]This study begins with literature review and then employs content analysis to examine the data. All the data are categorized by “post-modernist phenomena and content list” coded by the researcher. The research data of this study mainly come from Book III and Book IV (for grade 3 and 4 students) of “Art and Humanity” textbooks. The following are research results based on my objectives and questions: 1. Modernism and post-modernism thought: The main features of modernism are individualism and empirical discourse. However, the characteristics of post- modernism is to discard individualism､to question legitimation crisis of scien-tific knowledge and to replace Grand Narrative with Small Narrative. 2. The fundamental theory of modern and post-modern curriculums: The fundaments of Modern curriculums are de-humanity､lack of integration､disconnec-tion of daily experiences､closed and dominated.The fundamental theories of post-modern curriculums are､learner-oriented､pragmatic､liberal､non-dominated､diversified､ informative､technological and huma-nistic. 3. The essence of post-modern art education:to emphasize humane spirit､to re- place close-ended system with open-ended system､to link and integrate multiple subjects in diversified ways and to develop diversity rather than linearity. 4. Post-modern content of Art and Humanity teaching materials: After the analyses, the researcher concludes as follows: （1） the whole textbook： ?The various versions of textbooks contain abundant post-modern thought. ?The four categories scatter in different versions. （2）the music teaching materials： ?The four categories scatter in different versions and the proportion of fre- quency distribution is less than one-third of total frequency. ?The four categories scatter in singing､playing､composing､appreciating､ music theory and rhythm. As the analysis of the music textbooks mentioned above, the researcher cites some suggestions for textbook compilation､the teacher and further study.