This article reports on a project called, "Everyday life as a perspective on music education in the classroom." Part of this project involved the construction of texts and lyrics by a group of students from year 5, in weekly music lessons at a regular primary school from Porto Alegre, Rio Grande do Sul State, Brazil. The article describes the response of students to an illustrated musical canon, and how students approached the activities of listening, execution, and composition. The findings of this project suggest that by using a multiliteracy framework, educators can demystify examples of musical ability and facilitate critical musical ability in students by incorporating scenes from student's everyday life. (Contains 2 notes.)