Korean traditional music, including folk songs (minyo) and janggu (double-headed drum) performance, has historically been practiced in communal, participatory settings. Call-and-response singing (megigopatgi) and collective rhythmic play naturally require shared responsibility and real-time musical interaction. Despite these communal roots, current Korean elementary music classrooms often confine students to individual desks, emphasizing solitary skill acquisition and teacher-directed instruction. This structural arrangement separates the learning process from the authentic performance practices in which this inherited music was originally lived and shared.This study redesigned the physical and pedagogical structure of elementary music classes to restore the communal context inherent in Korean traditional music. Instead of sitting individually at desks, students were reorganized into small groups (modum) where they faced each other, learned folk songs through megigopatgi, and played janggu together in collaborative formations. By mirroring the way this music was historically performed, the study sought to discover whether authentic performance practices could bring inherited music to life and naturally foster collaboration among today's children.A qualitative research design was employed with upper elementary students over multiple sessions. Data were collected through participant observation, video recordings, student reflective journals, and semi-structured interviews. Thematic analysis was conducted to identify emergent patterns.Findings revealed that when students engaged in music through its original performance practices, multifaceted collaborative behaviors emerged spontaneously. Students voluntarily taught each other singing techniques and rhythmic patterns without teacher direction. Active peer encouragement, constructive feedback, and mutual support arose naturally within groups. Diverse practice strategies developed as students complemented each other's strengths and weaknesses. Crucially, the authentic communal structure ensured no student was excluded; even typically disengaged or less skilled students found meaningful roles and received peer support, reducing the achievement gap.This study demonstrates that when inherited music is taught the way it was lived, collaboration is not something that must be imposed but something children discover for themselves, offering practical insights for designing culturally authentic and inclusive music education.