In today’s information-rich society, students have access to various channels for acquiring new knowledge. However, despite their exposure to diverse learning resources, many students know very little about their own local culture. This issue is concerning, as cultural identity can only develop when students first understand the culture of their own communities. Such awareness is essential for the transmission and preservation of culture for future generations. In school music curricula, the focus is often placed on musical knowledge and recorder performance, with little opportunity to explore the relationship between music and local culture. This study attempts to integrate music with local culture by guiding students to collect sounds from their environment and, through the use of AI technology, create a form of “sound culture” unique to their locality. This process aims to strengthen students’ familiarity with and sense of identity toward their cultural heritage.The theme of this research is the Alishan Forest Railway. Alishan is a renowned national forest reserve in Taiwan, and its century-old forest railway is not only a famous tourist attraction but also a living record of the history, culture, and traditions of the local community. It was observed that students in Chiayi, the region where Alishan is located, have limited knowledge of Alishan’s culture. Therefore, this study began by introducing students to Alishan through documentaries, railway-related music, and the construction of a “train image” representing the century-old Alishan Forest Railway. To connect music with this train imagery, students first collected sounds from the forest railway. They were encouraged to engage directly with their environment by recording the sounds of the trains. These recordings were then processed using AI tools such as GarageBand or BandLab enabling students to integrate the authentic railway sounds into newly created compositions. In doing so, they “re-created” a local sound culture.This teaching project was implemented with upper elementary school students and received positive feedback. Students expressed that they had never previously considered learning and documenting culture through sound, and they found the process both engaging and motivating. Traditionally, creating music in class—such as editing sounds or composing pieces—required basic musical knowledge. However, with the support of AI technology, these challenges were greatly reduced. By applying AI tools to construct a local sound culture, the project not only expanded creative possibilities but also enhanced students’ interest and engagement in learning.