This study examines the underpinnings of Japan's "programming education" in elementary school music, officially implemented nationwide in 2020. Through that reform, which has introduced "programming thinking" (a local version of computational thinking) in all areas of compulsory education, the country follows the international trend of reinforcing IT skills, considered essential for employability. However, Japan's cross-curricular policy raises questions on its implications for the arts, including music. In view of that, this study presents a content analysis of 12 recent Japanese-language sources, selected for reporting about activities that integrate "programming education" into music in elementary schools in Japan. As part of that analysis, the main objectives of those activities are described and examined together with their approaches to "programming" and music learning contents. Findings reveal the apparent lack of a specific theoretical framework aimed at music learning goals, and beliefs about a certain affinity between music and "programming," only partially defined. They also show tensions between flexible and fixed-goal approaches to compositional activities, as well as several interpretations of IT terms that have permeated music education, namely, "algorithm" and "program." This suggests new roles being attributed to music as a school subject in relation to computer science, a fact that leads to discussion about the need for specific strategies, in view of challenges and goals particular to this country, such as "society 5.0."