This study investigates the implementation of cultural and artistic education (ECA) within the Fédération Wallonie-Bruxelles (FW-B) education system, focusing on integrated music education and its pedagogical challenges. While the curriculum aims to promote cultural democratization, creative expression, and social cohesion, its practical application often reveals tensions between prescribed objectives and classroom realities.Previous studies show that while teachers express strong commitment to musical activities and inclusive values, classroom observations often reveal a top-down pedagogical approach, with limited identification of musical knowledge and underdeveloped didactic structures.To address these challenges, the study proposes a co-construction of didactic tools with teachers, using a methodology inspired by “forced sequences.” Two sequences will be presented: one around singing and well-being, and one around the parameters of sound in sciences and in music.The overarching hypothesis is that shifting from traditional music education models to frameworks such as “musicking” or “community music making” can support more inclusive, participatory, and creative classroom practices. These approaches emphasize collective engagement and experiential learning, aligning more closely with the curriculum’s democratic aspirations.Ultimately, the study advocates for a didactic engineering model rooted in co-construction, where musical practice becomes a shared, reflective experience, integrated with other aspects of school life and learning. This model seeks to enhance pedagogical coherence, support teacher agency, and contribute to the broader goals of cultural accessibility and social inclusion in education.