Framed by ISME’s theme “Unity in Music Education: Building Bridges for All,” this paper examines how music-centred integrated learning units can function as pedagogical bridges that broaden participation, support inclusion, and connect classroom learning to community and cultural relevance. The work draws on Tallinn University Baltic Film, Media and Arts School’s Model of Integrated Learning and Teaching of Creative Subjects (ILTCS 2024), which identifies four integration hubs — conception, narrative, composition, and rhythm — shared across music, dance, visual art, and film. The model encourages teachers to design lessons around these commonalities, positioning music as a catalyst for creativity, confidence, and cooperation.In Autumn 2025, six in-service teachers (two music, two dance, one art, and one film teachers) in Estonian general education schools, in collaboration with their students, developed and implemented a total of twelve multimodal learning units. Preparation for the teachers included two orientation sessions and the use of a shared template rooted in the model. Data sources consist of unit plans, classroom artefacts, pupil feedback, and a collective group interview with participating teachers reflecting on enactment, adaptation, and perceived impact.At the conference we will present:Exemplars of music-centred multimodal learning units—including lesson structures, task descriptions, and pupil outputs—that illustrate how sound, movement, and image provide multiple entry points for diverse learners.A synthesis of teacher reflections, highlighting strategies that support inclusion, co-regulation, and emergent peer leadership, as well as practical challenges such as resource constraints and curricular pressures.Although the applied study is ongoing, the presentation foregrounds the learning units created with pupils and the teachers’ reflective accounts as its primary contributions. For the ISME international audience, this work offers empirically grounded classroom strategies and practitioner insights that can be adapted to diverse educational systems. It contributes to global conversations on inclusion, cross-arts integration, and teacher professional growth, demonstrating how music can act as a bridge not only within classrooms but also across cultural and curricular contexts worldwide.