A workshop that explores contextual adaptation of a national music curriculum with an imperative focus on embedding indigenous peoples’ cultures in the music classroom across primary and secondary sectors.The music curriculum must embody cultural diversity and inclusivity while maintaining theoretical rigor in a developmental and sequential, non-specific pedagogical approach to teaching and learning music. Music education should be accessible to all students and teachers across suburban, remote and regional educational facilities. The challenge is to create a music curriculum that is broad enough to embrace the skills and knowledge of a range of teachers while specific and explicit enough to support graduate teachers with little pre-service experience of music education hours to feel confident in the music classroom. The workshop will unpack the music curriculum with some hands-on, interactive activities that encourage participants to view the curriculum as creative process rather than individual content descriptors. The creative process enables teachers and students to embrace assessment opportunities and ways of reporting which the workshop will illuminate.Interaction with the indigenous music of local communities are easily embedded into the creative process, and act as educative opportunities to explore cultural purpose and meaning of music. The purpose and meaning of Indigenous music acts as provocation for the students’ own creative process of music-making that expresses the meaning and purpose they make of the world in which they live.This workshop deals primarily with the experiential to explicit teaching and learning of music in the primary years encompassing the early childhood years to year 6. Participants will engage with activities that directly flow through the years, growing in complexity and embracing an eclectic pedagogical approach to teaching concepts and building understanding of the elements of music and how they combine to produce music from a range of places, times and contexts. Knowledge and understanding underpin the creative process of music-making and participants will use a cultural provocation to create a ‘class’ composition. Body percussion, voice, found sounds as well as classroom tuned and non-tuned percussion instruments will be considered for the improvised composition.