This research examines the living heritage transmission of the Yi Yanglao Drum and Hani Manggu Drum Dance from China’s Yunnan Province, proposing an innovative pedagogical model for integrating these traditions into contemporary music education. Through interdisciplinary methodologies—including ethnographic fieldwork, comparative analysis, and culturally responsive teaching frameworks—the study reveals how these drum-dance forms, with their complex rhythmic architectures (such as polyphonic layering in the Yanglao Drum and call-and-response structures in the Manggu Drum) and deep connections to agricultural and spiritual practices, offer rich resources for holistic music learning. A tripartite approach is developed and validated: cultural context restoration, which immerses learners in ritual and labor environments through spatial reenactment and role-play; kinesthetic rhythm transcoding, which decodes traditional movements into embodied rhythmic experiences using body percussion and multisensory activities; and creative reconstruction, which encourages hybridization of traditional elements with digital media such as environmental sound sampling and graphic notation. Empirical evidence from both rural and urban educational settings demonstrates that this model not only facilitates the preservation of intangible cultural heritage but also fosters inclusive, participatory, and critically engaging learning experiences. By bridging ancestral traditions with modern pedagogical demands, the study offers a transferable framework for educators worldwide seeking to diversify curricula through culturally sustaining practices, ultimately contributing to the advancement of music education as a force for cultural continuity, intercultural dialogue, and innovative artistic expression in increasingly globalized societies.