In this study, in order to find the direction of multicultural music education, South Asian folk songs were selected as song materials and applied in gaㆍmuㆍak lessons. The implications of the study are as follows. First, multicultural education and teaching and learning in the music department are necessary from the perspectives of the uniqueness of music and cultural respect. This is because music education respects the historical and cultural contexts of music in each cultural sphere and emphasizes activities that recognize and express the uniqueness of the broader culture from which the music originated. Second, as a result of examining Asian folk songs contained in textbooks, it was regrettable to say that it was instructional materials suitable for multicultural education because the proportion of their inclusion was lower than that of European folk songs, there is a concentration on certain pieces, and there were no learning activities to experience music culture in from various aspects. Third, based on the well-known pieces among South Asian folk songs, song materials a suitable for middle school-level gaㆍmuㆍak lessons were was selected. Gaㆍmuㆍak is one of the common music cultures in many countries and is a teaching method suitable for multicultural inclusive education. Expanding on this, practical teaching and learning examples were suggested to concretely develop ‘Gajaga Vanama’ as song materials through two instructional sessions. It is hoped that research on multicultural music education continues in various ways that can treat other music fairly while placing our own music at the core.