This paper aims to explore how playful preparatory activities for beginner violin group-players can assist in overcoming prejudice and promoting the social inclusion of a foreign child in a classroom setting. Music is recognised as a universal language, as it characterizes every culture through which emotions and social values are transmitted, while also promoting cognitive, affective, and social development from early childhood (Di Paolo & Todino, 2025). From this perspective, music education appears to be an effective transformative tool (UNESCO, 2019) for promoting social justice (Jorgensen, 2015). Musical practice can provide non-discriminatory educational opportunities to foster pupils' social and cognitive development, regardless of disabilities, sex, ethnicity, religion, culture, or economic status (Chiba & Hebert, 2025). However, applying these ideas while avoiding negative attitudes aimed at foreign pupils may be difficult due to prejudices towards the unknown, and labels and stigma may be created (Andersen et al., 2022). This problem arose at an Italian school, where a fourth-grade Moroccan child was labelled and stigmatized by his teacher and classmates as having poor cognitive and social skills. Considering this issue, to promote a more equitable and inclusive educational environment (Benedict et al., 2015) through instrumental music education, the following research question arose: How can musical playful preparatory activities for beginner violin-group players promote social inclusion of a foreign child? A qualitative case study research design was adopted, involving twelve children, one of whom was Moroccan, all fourth-grade violin-beginners from an Italian state school. Data were collected from focus groups, observation, audio-visual material, and field-notes immediately taken after each session. The children attended fourteen violin sessions over a period of five months: one video-recorded session per week. The group memorized the songs to be played on the violin by imitating the researcher’s singing and violin playing. The children learned the songs using the open strings of the violin and the first and second finger. When they were stimulated to self-organize music games in subgroups to develop inclusive interactions, such as The conductor’s play involving nonverbal language, the main teacher suggested excluding the Moroccan child, who, conversely, proved to be the most effective. The findings show how playful musical activities, through nonverbal language, allowed the Moroccan child to express himself. He felt proud to have the responsibility of conducting the group, appreciated by his teacher and classmates, and socially included after the final performance in front of other children and parents.