Addressing the inherent tension between the usability and instructional effectiveness of intelligent multimodal technologies in basic education music classrooms, this review focuses on core music learning activities in compulsory education and adopts a theoretical analysis approach. It constructs a systematic analytical framework consisting of “technological attributes, classroom scenarios, pedagogical pitfalls, and improvement pathways.” The review argues that the value of intelligent technologies in music education does not lie in intensifying technology use, but in establishing structural alignment between technological support and authentic music tasks such as listening, performing, creating, and assessment. To address five prominent pedagogical pitfalls — goal displacement, resource overload, teacher capacity mismatch, suspension of learner agency, and insufficient assessment evidence — this review proposes five corresponding improvement pathways: a competence-based approach, scenario alignment, teacher guidance, activity reconstruction, and evidence construction. The theoretical contribution of this review is to integrate core competencies in music, classroom task design, teachers’ professional judgment, and learning evidence construction into a unified analytical logic, thereby providing a conceptual reference for the digital transformation of music classrooms and for subsequent empirical research.