Discussing multiliteracies from the standpoint of music education is necessary in order to comprehend it as one of the broad-based objectives of national core curriculum for basic education. In this article examine how the objectives of the music subject are related to multiliteracies through conceptual analysis. My research questions are: 1. How is multiliteracies viewed as a broad-based objective in music subject in the national core curriculum for basic education? 2. According to research literature, how can the objectives of music subject in basic education support multiliteracies? The general description of the music subject has several elements that support the development of multiliteracies. The use of musical concepts and symbols in all grade levels is regarded to be a part of multiliteracies. Multiliteracies is related to musicking in grades 1–2 and understanding cultural meanings in grades 7–9. However, according to music education and multiliteracies research literature, the various forms of musicking can enhance multiliteracies, because they are multimodal, social, creative and acquire critical thinking. In the light of this research, it would be beneficial to clarify the relationship between the goals of the music subject and multiliteracies in the national core curriculum text.