Participatory music-making is increasingly recognized as a tool for education and community building, particularly in culturally diverse or conflict-affected contexts. This study examines a creative music program implemented with children in Thailand’s three southern border provinces, a region marked by ethnic-religious diversity and historical tension. The project aimed to empower youth, introduce a sense of intercultural understanding, and strengthen local identity through collaborative music composition and performances. A qualitative participatory action research design was employed, incorporating ethnographic fieldwork, a week-long music workshop, and public concerts. Thirty-one participants (ages 10–18) from Yala, Pattani, and Narathiwat co-composed original music with guidance from researchers and local artists. Data were collected via interviews, observation logs, creative artifacts, and audience surveys and analyzed thematically. Findings indicate that young musicians developed musical skills, confidence, and cross-cultural friendships. Six original compositions blending local folk and Thai musical elements were produced, reflecting themes of heritage and coexistence. Showcase public performances drew positive community responses, suggesting that participatory creative music education can serve as both a pedagogical model and a form of community engagement in a multicultural, conflict-sensitive setting. The program underscores the value of culturally responsive music pedagogy for children’s empowerment and offers insights for music educators, community organizations, and policymakers seeking to harness the arts for social cohesion and cultural sustainability.
Suwanpakdee et al. (Sun,) studied this question.
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