This study explores how cultural memory theory can help us understand the role of music education in shaping identity, preserving heritage, and creating shared meaning. Drawing on the theoretical contributions of Jan and Aleida Assmann, alongside Pierre Nora’s notion of lieux de mémoire (sites of memory), the study approaches music education not merely as a process of transmitting skills, but as a dynamic practice of cultural preservation and reinterpretation.At the heart of this research is an interest in how music traditions, deeply rooted in particular cultural contexts, become carriers of memory in both formal curricula and informal learning environments. The study focuses on two contrasting yet comparable cases: the Kodály concept in Hungary and the evolving Red Song tradition in China. In each case, music serves as a symbolic medium that bridges generations and contributes to the ongoing construction of national and cultural identity. The Kodály method channels oral folk heritage into structured pedagogical forms. Red Songs, which originated in revolutionary times, have been incorporated into school systems and public performances, and they continue to adapt to changing cultural and political landscapes.Methodologically, this study adopts an interpretive, qualitative framework, combining textual analysis, historical research, and narrative inquiry. Educational materials, song lyrics, and community practices are examined to trace how memory is activated, transmitted, and reshaped within the sphere of music education. Particular attention is paid to the implicit values and social messages embedded in these musical forms, and to the ways in which they support social cohesion and collective meaning-making.The cross-cultural lens offers valuable insights. It reveals that cultural memory theory can illuminate the deeper functions of music education, functions that extend beyond technical proficiency or knowledge of repertoire. Music, in this context, becomes a pedagogical and social force that operates across time and space, shaping how communities remember, belong, and evolve.By bringing theory into dialogue with practice, this research contributes to broader discussions on methodology in music education. It invites both educators and scholars to reflect on how music acts not only as a form of artistic expression but also as a living archive, offering a powerful vehicle for cultural continuity, transformation, and shared identity.