A lot of folk songs and intangible cultural assets have been inherited in Goseong County, Sacheon City and Jinju City. Goseong-nongyo, Samcheonpo-nongak, Jinju-palgeommu, and Jinju-pogurak, which are the subject of this study, are major intangible cultural assets which have been known in the whole nation as folk songs. But an inheritance of these folk songs was emphasized, but applications of these folk songs to music teaching were not made very often. Thus this study was aimed to find creativities of the local folk songs, to enable students to have opportunities to experience their value and superiority, and to find out educational wisdom to face the rapidly changing world through the localization of music teaching. A localization of music education should not end up to present local folk songs in the music textbooks. Even though there are many musical materials in a certain community, if principals are not interested in teaching local folk songs, or teachers do not have abilities and passion to teach, the effects of localization on music education will not be expected. It matters how the local materials can be applied on teaching music. The traditional culture is not a fixed and stuffed culture, but it has a part of a dynamic culture. Therefore, teachers can introduce the new meaning of local folk songs into teaching music. Twenty-first century is a century of culture in the open world. Our own unique culture has a strong competitiveness. Our nation`s culture comes from local cultural emotion originally, so local folk songs should be recognized in the new light. A localization of music education is to teach local folk songs as well as to have students perceive the truth that what is local becomes what is Korean, and what is Korean becomes what is universal. In the future we will share the fact that local music can be a step stone to move forward to the world music through a localization of music education.