AbstractThis study emerged from the need to develop a qualitative field research project based on the teacher’s intervention in the classroom, examining possible connections between the students’ sociocultural environment and their musical learning. The purpose was to investigate how first-year high school students learn music and how they can build their learning from their own musical experiences and through broader contact with diverse musical cultures. The theoretical framework draws on the methodological propositions of Swanwick and Schafer, aiming to construct a repertoire of artistic and musical practices that integrate music content with students’ cultural experiences. The specific objectives were:a) To design and test artistic and musical practices that promote interaction with the participants; b) To produce an instructional booklet containing a repertoire of musical practices for teaching Arts/Music based on students’ sociocultural environments. The research employed a participatory field methodology. Participants included the researcher—who also served as the Arts/Music teacher—and students enrolled in the first year of a public high school in Belém, Pará, Brazil. All ethical procedures were observed, and the study was approved by the Ethics Committee under protocol number CAAE 71063523.4.0000.0018. Data were collected through interviews conducted with students before and after the interventions and were analyzed qualitatively. The findings revealed significant improvements in engagement, motivation, and musical learning among participants, demonstrating that this approach can serve as an effective alternative for implementing music education in high school contexts.KeywordsMusic education, Sensitive listening, Soundscape, CLASP model, High school.