The research identifies the contents of sung and chanted traditional poems which are integrated into the narrative-based pedagogy. It examines the musical instructional strategies for teaching the traditional poems. It also investigates the effectiveness of the narrative-based and musical instructional strategies for teaching sung and chanted traditional poems. The research utilized qualitative research method in collecting and analyzing data. Fourteen sung and chanted traditional poems were collected from four bards and a shaman from Betong Division, Sarawak. Data collection involved semi-structured interviews, teaching observations and content analysis of the poems selected. The findings of the research show that implicit meanings are presented literally in the plots of the narratives. Deep language was used when the meanings are difficult to interpret. The specific musical instructional strategies include fine tuning the masterpiece and integrating intermissions into the audio recording to serve as intervals between plots in the narratives. The teachers found the teaching and learning materials relevant and user-friendly for teaching the sung and chanted traditional poems. All students enjoyed the narratives and they found the chanted traditional poems easier than the sung traditional ones. The contents of the narratives cannot be generalized as the ability to interpret the traditional poems by bards and shaman depends on their individual experience and expertise in singing and chanting the traditional poems. The effectiveness of the integrated pedagogy is influenced by students' singing skills which apparently differ from each other.