1. BackgroundProject-based learning (PBL) has become an increasingly valued approach in music education, particularly for its capacity to link creativity, inquiry, and authentic outcomes. In community and early-childhood contexts, PBL can provide a framework for designing learning journeys that culminate in shared performances or events, strengthening relationships between families, schools, and neighbourhood organisations.However, PBL in music education is still limited in scope and methodology. Existing studies report that projects often lack clear scaffolding for younger learners, and documentation of musical development is inconsistent. Educators may be unsure how to balance structure with the improvisatory and participatory nature of music-making. These gaps highlight the need for a structured yet flexible model tailored to children’s creative growth and to the realities of community engagement.This workshop is grounded in research exploring how a sequenced PBL cycle—moving from Orientation, to Exploration, to Co-creation, and finally to Celebration—can support inclusive participation in community music. The study behind this workshop demonstrated that combining playful sound exploration with humour and visual creativity (such as safe face-painting) increases confidence and belonging for children and families while giving educators a practical route for designing and assessing projects.2. Aims· To introduce a structured PBL approach for early-years and community music settings.· To give participants a first-hand taste of community music performed by students, illustrating how project outcomes can celebrate learning.· To model humour and face-painting as strategies for inviting families and children into shared music-making.3. ActivitiesMini-Lecture: PBL in Music Engagement· Introduce the 4-stage PBL cycle: Orientation → Exploration → Co-creation → Celebration.· Show slides/examples of projects connecting children, families, and local communities.Music Showcase· Music students present short pieces with percussion, movement, and call-and-response.· Participants join in echo rhythms and simple improvisations.Hands-On Lab: Humour & Face Painting· Mixed groups design 5-minute micro-activities (e.g., Funny Faces Orchestra, Paint-a-Rhythm Parade) using percussion, scarves, and non-toxic paints.· Explore how humour and colourful designs invite participation and reduce anxiety.4. Sharing & Reflection· Groups present their activities.· Discuss cultural sensitivity, consent, and potential applications in schools, festivals, or family workshops.5. Target AudienceMusic educators, community musicians, early-childhood practitioners, pre-service teachers, arts coordinators, and researchers interested in participatory approaches.6. Expected OutcomesParticipants will:· Understand how a clear PBL structure can integrate planning, exploration, and public sharing in music education.· Experience live community music as an outcome of student learning.· Gain practical strategies for using humour and safe face-painting to engage children and families.· Reflect on how community music projects can balance creativity, inclusion, and cultural respect.