This study provides a systematic analysis of the conceptual evolution in China's compulsory arts curriculum, tracing the paradigm shift from the 2011 Music Curriculum Standard to the 2022 Arts Curriculum Standard. Through comparative document analysis and quantitative text-mining of keyword frequency, we examine the fundamental transition from "music aesthetics as the core" to "adhering to aesthetic education for holistic development" across three critical dimensions: conceptual foundation, curriculum architecture, and evaluation framework.Our investigation reveals three fundamental transformations in China's arts education philosophy. First, the conceptual focus has shifted from the aesthetic object to the educating subject, emphasizing holistic student development through moral, emotional, and intellectual cultivation. Second, the curriculum structure has expanded from competency-based aesthetic education to an integrated all-domain approach that connects arts with life, culture, and technology through four core competencies: aesthetic perception, artistic expression, creative practice, and cultural understanding. Third, the evaluation system has transformed from standardized measurement to developmental assessment, implementing a "teaching-learning-assessment" aligned model that emphasizes growth tracking and core competency development.These changes collectively represent China's strategic move from isolated aesthetic experiences toward comprehensive whole-person cultivation, reflecting the educational philosophy of "five educations integration" and the cultural tradition of "cultivating people through culture." Importantly, this curriculum transformation aligns with China's national strategy of constructing an independent knowledge system with Chinese characteristics, establishing a new discourse for arts education that integrates cultural confidence with educational innovation.