This study analyzes language and media textbooks, which were implemented with the 2015 curriculum, to explore the identity of high school media subjects. The curriculum is based on “essence,” “exploration and utilization,” and “attitude.” This study examines the textbooks in terms of “knowledge,” “skills,” and “attitude” based on Bloom’s Taxonomy of Educational Objectives. In terms of knowledge, the focus of the curriculum is on identifying the types and characteristics of media and media language. They emphasize the meaning of the media that contrasts with its content and presents multi-modal characters as a key concept. In terms of function, they are divided into consumption and production. When consuming media, the curriculum examines who produced it and what it hides; in media production, they focus on what the media means. In the processes of expression and understanding media, differentiation is made between the multi-modal characters and traditional Korean education. The tone of the textbooks includes a look at the negative effects of the media or the dark side of popular culture, and they present an attitude that can improve these effects.