The purpose of this study is to reveal aspects of learning fields (Lernfelder) in school music curricula in Germany. All music curricula of secondary education in 16 federal states in Germany are analyzed in this study. The learning fields of 16 federal states are classified into 3 groups: (1) activity-based learning field, (2) musical-phenomenon-based learning field, and (3) mixed learning field of (1) and (2). The first group consists of 4 federal states typified by Baden-Württemberg, where the learning fields are grounded on "five prioritized active pattern of music" suggested by D. Venus in 1969. In this group, it is necessary to show teaching materials or frameworks of classes in advance because the learning fields are so general that contents and methods of teaching depend on music teachers. The second group consists of 4 federal states typified by Schleswig-Holstein, where musical components (musical parameters), functions of music, and/or matters related to social and historical points are set as learning fields. In this group, music teachers have to organize students' activities appropriately. The third group consists of 8 federal states typified by Bayern, where musical-phenomenon-based learning fields such as music history and music theory is set with activity-based learning fields such as singing, playing the instruments, and listening. In this group, as music history and music theory are set as learning fields independently, it is necessary for music teachers to deliberate which activities to relate with, or how to construct music classes. The specific characteristics of learning fields in school music curricula in Germany are pointed out; (1) a field, which is aimed to contemplate music or to study the relation between music and society, is set; (2) to learn music theory is indicated concretely whether music theory is set as a learning field or not.