Recently, due to the introduction of distance education and irregular classes at school due to Corona 19, school education conducts instruction and evaluation in limited circumstances. In particular, music education is having difficulties in teaching, learning, and evaluation utilizing the unique characteristics of the subject. Therefore, the purpose of this study was to prepare a structional model for elementary school music classes and process-centered assessment in a blended learning situation in which distance classes and school classes are combined. To this end, first, the theoretical considerations were made on blended learning, student evaluation by distance classes, and music process-centered assessment. Second, two blended instructional models were developed for elementary school music classes. Third, example plans for music class and process-centered assessment according to the each blended learning instruction model was presented. The results of the study are as follows. For music classes and evaluations in a blended learning situation, it is necessary to analyze the curriculum and the characteristics of subject, and consider the student learning situation. Also, guidance and encouragement from the teacher are required for the voluntary participation of the student in the distance class. Based on this, it suggested the necessity of developing various topics in face-to-face and non-face-to-face situations, improving the function of the distance education platform, and developing and distributing of teaching, learning, and evaluation materials.