In response to globalization, Chinese music education increasingly emphasizes multiculturalism. However, pedagogical approaches often fail to foster genuine appreciation for local traditions among teenagers, instead treating music as mere technical skill acquisition. This study addresses this gap by applying Patricia Shehan Campbell's (1997) World Music Pedagogy—an experiential framework prioritizing understanding and respect over performance—to revitalize student engagement with traditional Chinese music, using Henan folk songs and Yu Opera as case studies.Traditional music in Henan, China, is a direct manifestation of its regional culture, deeply intertwined with factors such as geographical environment, labor habits, local customs, and linguistic tones. This study integrates Henan folk songs and Yu opera with the world music pedagogy framework, demonstrating the design of a curriculum based on its five dimensions.The curriculum is structured around the five-phase experiential path of World Music Pedagogy:·Attentive Listening: Guided listening sessions with pre-set questions focus student attention on the core aesthetic and emotional qualities of Henan folk songs.·Engaged Listening: Students actively analyze sound through demonstrations of traditional instruments, deepening their sonic understanding.·Enactive Listening: Learners participate in game-based activities traditionally played by Henan children to folk songs, enabling kinesthetic learning.·Creating World Music: Students experiment with improvisation and stylistic variation based on the folk material, fostering creative ownership.·Integrating World Music: Context is provided by exploring the socio-historical origins of the music and its interconnections with other forms like Yu Opera.This study demonstrates the practical application of this framework, arguing that such a structured, experience-based approach can effectively bridge the gap between students and their cultural heritage. While implementation requires careful refinement of each dimension to overcome specific pedagogical obstacles, the proposed method offers a viable model for enhancing adolescents' interest in traditional music. Ultimately, it aims to cultivate a deeper understanding and respect for diverse music cultures, beginning with their own.