In modern music education, fostering equitable and creative classroom environments calls for the intentional cultivation of teachers’ intercultural sensitivity. As Kang (2021) notes, “ Intercultural development can be a step toward personal and social transformation, and, consequently, a more diverse, equitable, and inclusive music classroom”. One meaningful way to promote such development is through engagement with folk songs. Developing intercultural sensitivity in this context is a crucial step toward integrating these musical traditions into general music classrooms and helping students build a broader appreciation of world musical cultures.Teaching folk songs from diverse cultures requires music educators to engage with a deep understanding of what is culturally valid, musically meaningful, and pedagogically sound (Nketia, 1967). Drawing on my background in both Chinese and Western music education, this workshop aims to explore Chinese folk songs and effective teaching strategies in general music classrooms, offering a comprehensive perspective on Chinese folk song’s musical modes, melodic patterns, linguistic features, and cultural context. For example, Chinese music features not only pentatonic scales that emphasize different tonic centers, but also non-pentatonic scales, which have existed historically and continue to be used today (Lu-Ting & Kuo-huang, 1982). By understanding Chinese musical modes, teacher can guide students to recognize and create music in the Chinese style, distinguish them from other musical modes, and ultimately develop greater intercultural sensitivity.Throughout the workshop, participants will explore two Chinese folk songs through engaging musical activities such as singing and movement, while exploring the musical culture behind it. They will also experience one Western pentatonic folk songs for comparative insight. The Chinese folk song will be accompanied by the Guzheng, highlighting articulation, tonality, and stylistic nuances.Teachers will be encouraged to adapt these instructional examples to suit their own classroom contexts and to explore strategies to foster students’ intercultural sensitivity through Chinese folk songs. Suggested approaches include exploring musical background, singing with original lyrics, incorporating traditional dance movements, and as described by Lau (2007) , using pentatonic harmonization for accompaniment, identifying musical modes by singing tonal frameworks and comparing musical elements between Chinese and Western folk traditions.