Emotions are fundamental to human decision making, behavior, and social interaction; helping students recognize and regulate emotions supports wiser choices and civic contribution (Wu, 2024). Social Emotional Learning (SEL) has become a central paradigm for whole-person education (Váradi, 2022). Defined by CASEL as a continuous process through which learners acquire knowledge, skills, and attitudes for emotion identification and management, goal setting, empathy, relationships, and responsible decision-making (CASEL, 2020), SEL has developed practical models internationally that can address Taiwan’s overemphasis on cognition while strengthening mental health and social adaptation (Chen, 2024). Taiwan’s 12-Year Basic Education advocates Autonomous Action, Communication and Interaction, and Social Participation, emphasizing motivation, emotion regulation, and interpersonal competence (Ministry of Education, 2014). Although the term “SEL” is not explicit, these ideals align strongly with the five SEL competencies (Wu, 2024).Music, inherently tied to affect expression and regulation, is a powerful vehicle for SEL. Music education can enrich personality through emotion sensitization (Váradi, 2022); integrating emotion education into music learning elevates interest, listening literacy, and emotional intelligence (Su, 2025). Neuroscience further suggests music engages brain regions implicated in affect regulation, such as the amygdala and prefrontal cortex, supporting perception and regulation of emotion (Bennett-Reimer, 2005).This poster introduces Music Inside Out, a four-lesson unit that operationalizes SEL through general music by drawing explicitly on the Inside Out 2 (2024) film soundtracks as affective exemplars. Activities include (1) “Emotion Music Guessing” with guided listening and labeling, (2) an “Emotion 3×3 Grid” for reflection and peer interaction, (3) DAW-based remix of Beethoven’s Moonlight Sonata to explore tonality, tempo, range, and dynamics in shaping perceived emotion, (4) soundtrack literacy analyzing character themes from Inside Out to map emotions on the circumplex model, and (5) small-ensemble percussion composition that expresses the dynamic arcs of selected Inside Out 2 tracks. Evidence of learning includes worksheets, analytic prompts, product rubrics (element-emotion alignment, creativity, DAW operation), and peer/self-evaluation. Mixed descriptive and qualitative analysis will trace growth in emotion vocabulary, reasoning about element-emotion links, and strategies for using music as a tool for self-regulation.By integrating SEL with film soundtracks and participatory creation, Music Inside Out demonstrates how general-music curricula can cultivate emotional awareness, resilience, and well-being while deepening musical understanding—offering a replicable model aligned with Taiwan’s goals of Autonomous Action, Communication and Interaction, and Social Participation (Ministry of Education, 2014).