The purpose of this study was to examine the acquisitions of the Ministry of National Education secondary school (9th, 10th, 11th, 12th Grades) music lesson according to the renewed Bloom taxonomy. In the study which was conducted using document analysis, the acquisitions were classified according to cognitive, affective and psychomotor areas and the acquisitions included in the cognitive area were examined according to the renewed Bloom taxonomy. Classification and examination were performed in line with the views of three people (two music education domain experts and one curriculum development expert). According to the results obtained from the data; it was determined that 67.02% of the curriculum acquisitions were in the cognitive area, 23.40% in the psychomotor area and 9.57% in the affective area. It was determined that the cognitive area acquisitions mostly consisted of conceptual knowledge dimension (53.31%), analysis dimension of the cognitive process (46.6%) at the 9th grade; conceptual knowledge dimension (59.99%), analysis dimension of the cognitive process (60%) at the 10th grade; conceptual knowledge dimension (66.65%), analysis dimension of the cognitive process (38.88%) at the 11th grade; conceptual knowledge dimension (66.66%), analysis dimension of the cognitive process (53.33%) at the 12th grade. It is believed to be necessary to include affective and psychomotor acquisitions more often in music education and to increase the number of operational and metacognitive acquisitions in the knowledge accumulation dimension, which is among cognitive acquisitions, as well as the number of acquisitions concerning the stages of evaluation and creation in the cognitive process dimension.