"Relationality requires specificity and context. Relationality is a particular way of knowing, being, and doing. Relationality is about life" - Escobar, Osterweil, & Sharma, in Relationality: An Emergent Politics of Life Beyond the HumanThe Sound Sculpture Park Project was powered by a fundamental premise that collaboration between local schools, universities, and civic organizations is a significant way to enact radical alternatives to teaching, learning, and creating—renegotiating roles between ‘public’ and ‘private’ by opening spaces for individual and collective expression through group improvisation and collaborative composition. Our aims were to 1) open an intradisciplinary collaborative creative space for university music graduate students, 2) facilitate community partnership between academic, civic, and local school music programs, and 3) provide youths ample opportunities to collectively improvise, compose, rehearse, and perform their original pieces in a public outdoor setting.This project speaks to the vital role art and culture can play in fostering a shared sense of belonging both as an activity and as an retrospective artefact as it signifies the power of social cooperation, the ‘social flow’ of doing (Haiven, 2014). It is in such a flow where it becomes clearer that “creativity is a collaborative process… and once upon a time was part of the social process, the way people lived and worked together” (Haiven, 2014, pp. 192-4). In contemporary life creativity is often enclosed, framed as a commodity dominated by competition and consumer-driven derivatives (Kalin, 2016; Nelson, 2018). This makes it all the more vital to find common ground that serve public interests and educative pursuits aimed at enacting critical pedagogical frameworks (Benedict & Schmidt, 2014; Freire, 2005/1974).Based in Canada, this paper charts the journey of 20 middle-school general music students and their teacher in an inclusive music class and their work improvising and composing original pieces for an outdoor six-piece percussion “play” sculpture set mounted in a local city park. We delineate the various ways our unique team of intradisciplinary graduate students (music education, performance, composition) conceived, constructed, and carried out innovative series of lesson plans, hybrid notation schematics, and collaborative workshops. From curricular design to rehearsals and public park performance, we share stories, perspectives, and processes of transformation.