Creative Health Through Music Pedagogy: Case Studies in Identity, Listening, and Cultural Belonging in Higher Education

This study explores how music education can facilitate creative health through pedagogies emphasising personal identity, deep listening, and cultural belonging. Using a practice-as-research design with narrative inquiry and thematic analysis, three anonymised graduate projects in Singapore (2024–2025) were examined: integrating heritage repertoire into ear training, mindful listening and soundscape composition, and intercultural ensemble collaboration. Data from observations, student reflections, and field notes indicated that culturally grounded music activities enhanced self-concept, cultural pride, and confidence; mindful listening improved focus, emotional regulation, and stress relief; and ensemble work fostered empathy, social connectedness, and belonging. Findings suggest that identity-affirming and listening-centred pedagogies can yield health-promoting benefits, positioning music educators as cultural facilitators and contributors to public health promotion.