This presentation introduces the "Living Documentary," a novel pedagogical framework that utilizes music and film as synergistic tools for interdisciplinary, project-based learning. This model extends traditional documentary techniques by focusing on real-time engagement, positioning students as active creators who document the present moment to construct new historical and cultural narratives. Such an approach aligns with principles of Project-Based Learning (PBL), which organizes learning around complex tasks and student-driven inquiry to create authentic products (Krajcik & Blumenfeld, 2006).As a central case study, this workshop examines a capstone course at Berklee College of Music where students synthesize knowledge from Africana Studies to tackle contemporary societal challenges. This method serves as a form of authentic assessment, as students must produce creative works that demonstrate understanding for a real-world audience, a cornerstone of effective curriculum design (Wiggins & McTighe, 2005). The model's efficacy is evidenced by the selection of student projects for the 2024 Raindance Film Festival. Furthermore, the framework embodies the tenets of culturally relevant pedagogy, which empowers students to employ their cultural backgrounds as a vital resource for knowledge construction and critique (Ladson-Billings, 1995).This workshop will explore the methodologies for integrating the "Living Documentary" framework into diverse music education contexts. Through an analysis of filmmaker Martin Shore’s work and exemplary student projects, participants will learn to facilitate learning experiences that foster student agency, critical consciousness, and deep engagement with music as a medium for socio-historical inquiry and creative expression.