This article examines the integration of citizenship education into school music education in China, highlighting the influence of state control and political ideology. It focuses on three key areas: the historical context of embedding citizenship values in music education, the regulation of music textbooks, and the promotion of citizenship through official song singing. By analysing selected songs from state-approved textbooks, the study reveals themes of love, harmony, and unity that foster a sense of belonging and identity across family, school, national, and global contexts. While the findings indicate that state-led citizenship education can effectively cultivate these values, it is essential to balance ideological alignment with opportunities for open dialogue among students. This balanced approach is crucial for preparing students to engage actively in a complex and interconnected world. Further research into teachers' and students' perceptions of citizenship education is needed to evaluate the effectiveness and limitations of this framework in shaping citizenship in China.