Music education is not merely about cultivating skills and interests; it also plays a deeper role in children’s self-identity and development. This poster adopts Lacan’s “mirror theory” as a framework to explore the significance of general music classrooms in children’s self-construction. Lacan argued that the “self” is not innate, but formed through others’ responses and reflected images. Though rooted in psychoanalysis, its core logic—that the self emerges through the Other—offers insight into the music educational value.In music education, activities inherently possess a “mirror function.” Through teachers’ responses and peer interactions, children experience being “seen” during singing, movement, and ensemble work, which affirms their emotions and abilities while awakening hidden potential. The mirror experience extends beyond inward self-discovery to outward observation and a return to the world, forming a threefold relationship of self-other-world.First, inward: discovery and release. Music helps children perceive hidden aspects of themselves and release them safely.Second, outward: observation and understanding. Through listening and ensemble work, they notice differences, see how their voices integrate into the whole, and re-examine themselves through response. This observational self is both social and critical.Third, worldward: return to life. Classroom mirror experiences extend into daily life: strengthening relationships, deepening sensitivity to aesthetics, and encouraging creative participation.Unlike Lacan’s emphasis on dependence upon the Other’s gaze, the “mirror” in music education values the process. Approaches such as Orff, Kodály, and Dalcroze emphasize effort and engagement over perfect results, enabling children to shift from external motivation to intrinsic drive, building confidence and musical identity.In China, the “mirroring function” of music is particularly important, yet it has not been fully realized in classrooms. Although “quality education” is widely promoted, it often masks competition and status-seeking, leaving children’s emotional needs overlooked. In addition, the long-term effects of the one-child policy, parental pressures, and the prevalence of fast-consumption music further limit opportunities for authentic emotional resonance. Precisely because of these challenges, music education should more consciously help children to be seen, affirmed, and reconnected with their inner needs.Seen in this light, music education can be understood as “mirrors” that, through inward discovery, outward observation, and return to the world, enable children to cultivate intrinsic motivation and realize a richer existence. Framed within curriculum studies and pedagogical practice, this perspective may offers theoretical insight into the broader value of music education and invites dialogue on how classroom pedagogies can better support children’s holistic growth.