The enduring gender gap in technical fields, especially in computer science (CS), represents a complex challenge that may continue for generations. Drawing from recognized gender differences in aptitude, interest, and the educational environment, this research builds upon established theoretical foundations, including Bandura’s Social Cognitive Theory and Eccles’s Expectancy-Value Theory, to explore novel approaches to engage underrepresented groups, such as female students, in CS. Central to our approach is an innovative curriculum that focuses on the intersection between the realms of math, computing, and music. Recognizing the profound allure of music and its intrinsic ties to mathematical patterns, our pedagogical model streamlines intricate CS concepts. By anchoring the learning process in music, we have transformed topics like looping, algorithms, and conditional statements into engaging and relatable lessons. Furthermore, with an eye on the ever-evolving tech landscape, our curriculum also incorporates foundational elements of robotics, underscoring its practical applicability and real-world relevance. This novel educational paradigm not only simplifies technical notions but also capitalizes on students’ innate musical passions, fostering an environment where learning becomes an intuitive and enjoyable process. This holistic approach, melding artistic creativity with scientific precision, sets a new benchmark for curriculum design and offers educators a pioneering roadmap to address the gender gap in CS. By presenting a convergence of music, computing, and robotics, our study aligns with SIGCSE’s focus, heralding a refreshing, the inclusive trajectory for the future of technology education.