For a student to acquire the conceptual systems of a discipline, the designer must reflect that structure or analytic network in his curriculum. The four networks identified for music and used in the development of the Southwest Regional Laboratory (SWRL) Music Program are the variable-value, the whole-part, the process-stage, and the class-member networks. Content analysis and task analysis are two aspects of curriculum design in which analytic networks have figured importantly. Task analysis in curriculum development can be defined on three levels, analytic, systemic, and particular. Task levels can be coordinated with the networks as the examples from the variable-value network indicate. Systemic tasks were generated through the network/task analysis procedure to produce the content of the SWRL Program. As a bonus, evaluation is simplified by the existence of these predetermined tasks. Other advantages include placing a premium on the subject matter competence of the curriculum designer and on the integration of the processes of the discipline rather than their superimposition. (JH)