The 2011 Compulsory Education Music Curriculum Standard and the 2022 Compulsory Education Art Curriculum Standard are two important guiding documents in the field of art education at China's compulsory education stage. Focusing on frontline teaching practice, this paper systematically compares the practical forms, realistic difficulties, and response strategies of the two versions of curriculum standards in the process of implementation. The 2011 version takes subject-based teaching as the basic framework, and in practice faces problems such as "teaching the textbook," single evaluation, and the divergence of urban and rural resources; the 2022 version incorporates music into the comprehensive art curriculum system, and in implementation faces new challenges in terms of teachers' comprehensive competencies, supporting resources, and diversified evaluation. The problems of the two versions of curriculum standards in the four dimensions of teaching staff, resources, evaluation, and training are in the same line and have been upgraded to some extent, reflecting a certain gap between the text of the curriculum standards and teaching practice. The effective implementation of curriculum standards does not depend only on the text design itself; it also calls for the coordinated follow-up of supporting mechanisms such as teacher cultivation, resource guarantee, evaluation tools, and research and training systems.