Education for music gifted children is differentiated from other educations. Music activity is preferred to music gifted children, and they want to continue it. Their desire for high level of lesson is high. Therefore, development of suitable curriculum for music gifted children is required and it should be applied to the field education. Among education models for music gifted children, parallel curriculum model(PCM) is very useful to understand their characteristics and to satisfy their desires for sophisticated activities. The advantages of application of parallel curriculum model to education for music gifted children are as follows. First, it develops giftedness multidimensionally. Education for music gifted children emphasizes diversified pursuit of individual principle. Therefore, based on fundamental knowledge and concept, it offers various developments to search for new contents. Second, it combines domains infinitely for education of gifted children. Because it suggests development of giftedness not in one way but in multiple ways, various combinations are possible with distinct characteristics of domains. Third, it can be easily applied to the field education. The existing one is theoretical curriculum. As parallel curriculum model contains concrete suggestions, it is easy to apply it in the field education. It is important that four different forms are composed by stages to apply PCM to the field education. These four forms are core parallel curriculum, curriculum of connection parallel, curriculum of practice parallel and curriculum of identity parallel. In each stage, components should be suggested systemically and comprehensively. Therefore, components should be specified in each unit comprising whole program. These components are listed as learning content, evaluation, initiatory activity, teaching strategy, learning activity, group strategy, production, teaching material, extended activity and solution of individual needs. There is an organic relation between ten components, and each component is closely related with each other. When a lesson plan for music gifted children is developed, various components suitable for learning subject are systemically organized. At this time, student-centered various activities emphasized in PCM should be mainly achieved. As main agent is not a teacher but a student in education, inducement of student’s participation should be contained in lesson plan. A method for improving a spirit of team work and a leadership is suggested by mixing personal works and group works. In this paper, a lesson plan for gifted children is developed using application of PCM. Hopefully, music gifted children would be taught efficiently and substantially in field education by this paper.