This curriculum addresses the preservation of China's Intangible Cultural Heritage through music education at Zhuantang Primary School in Hangzhou. The program focuses on Yue Opera and 'She' ethnic minority folksongs, balancing traditional transmission methods with contemporary pedagogical approaches within the constraint of one weekly extension class.The curriculum design employs a praxial philosophy (Elliott, 1995), positioning music as human activity rather than aesthetic object. Three integrated skill categories structure the learning: cultural understanding, musical technique, and creative expression. The program leverages the school's unique geographical advantages—proximity to the Zhejiang Xiaobaihua Yue Opera Troupe, 'She' Cultural Villages, and multiple cultural institutions—to implement experiential learning approaches (Green, 2008). Master musicians participate directly in instruction and assessment, creating what Lave and Wenger (1991) term "legitimate peripheral participation" in authentic cultural communities.The diverse student population (8% ethnic minority, 15% multilingual learners, 92% Han Chinese) enables culturally responsive pedagogy (Campbell, 2004). A student-led cultural exchange program positions minority students as cultural resources, addressing equity through what Vaugeois (2009) identifies as music education for social justice. Assessment incorporates multiple approaches: classroom participation, performance evaluation, digital portfolios, and master musician feedback, honoring both technical proficiency and cultural understanding (Dunbar-Hall, 2005).The two-unit structure sequences learning from familiar (Yue Opera) to unfamiliar ('She' folksongs), following Vygotsky's (1978) zone of proximal development. Field trips to cultural villages and professional performances provide situated learning experiences that connect classroom instruction with living traditions. Technology integration supports accessibility while maintaining cultural authenticity (Himonides & Purves, 2010).Results demonstrate that students develop comprehensive musicianship extending beyond performance skills to embrace cultural knowledge and creative agency. The curriculum successfully navigates tensions between limited instructional time and deep cultural engagement, transforming constraints into opportunities for focused, meaningful learning. This model offers implications for cultural heritage preservation through education globally.