Against the backdrop of comprehensive enhancement of aesthetic education in schools during the new era, vocational undergraduate education—as a pivotal model integrating higher education and vocational training—undertakes the critical mission of cultivating high-quality applied, interdisciplinary, and innovative talents. Piano courses, serving as core curricula in vocational undergraduate programs such as arts education, early childhood education, and music education, function not only as skill-training platforms but also as essential pathways for aesthetic education implementation, enhancing students' aesthetic literacy, humanistic spirit, and comprehensive vocational competencies. Currently, some vocational undergraduate piano programs still exhibit issues including overemphasis on technical drills at the expense of aesthetic cultivation, prioritizing technique instruction over cultural immersion, favoring uniform requirements over individual development, and focusing on classroom teaching rather than practical application, which deviate from aesthetic education principles and vocational undergraduate talent cultivation objectives. Grounded in the core tenets of aesthetic education and aligned with vocational undergraduate institutional positioning and talent development goals, this study explores innovative approaches to piano curriculum design in pedagogical philosophy, content development, teaching methodologies, practical implementation, and evaluation systems. It elucidates the educational value and implementation pathways of piano courses within aesthetic education frameworks, providing theoretical references and practical insights for vocational undergraduate piano curriculum reform and aesthetic education integration.