This paper aimed to explore the meaning of flipped learning and the expected effect of applying flipped learning to intangible cultural heritage learning. It then presented three teaching plans applying flipped learning by selecting learning themes based on the analysis of intangible cultural heritage in music textbooks. Flipped learning is a way for students to watch lesson-related videos as learning materials before class and to focus on their activities during class time. In intangible cultural heritage learning, it is expected that students can understand Korean culture and cultivate cultural community competency through watching educational videos before class and interacting among students and between teachers and students during class. The topics for intangible cultural heritage learning are presented in terms of understanding, experience and appreciation, and expression. Depending on the nature of learning themes, activities during the ‘in-class’ learning stage of the flipped learning model include information problem-solving learning, virtual experience learning, and project learning. This study applied flipped learning as one of the ways to learn intangible cultural heritage. In order to continue this intangible cultural heritage learning at schools, research on teaching and learning that reflects the changing media education environment and students should be continued.