The fundamental nature and meaning of music do not lie in objects, nor in musical works in general, but in action, in what people do. Music is an activity, something we do (Small, 1998). In his studies, Small focuses on the concept of Musicking, which includes not only music, but also the social behaviours relating to the act of listening to, celebrating or producing music. The interesting thing is that there is no single form of musicking. There are many. Moreover, each has its own criteria and standards (Crossley, 2022). And for music education, currently characterised by a growing incorporation of informal music learning practices (Green, 2010), it becomes necessary, as Dewey argued, to familiarise oneself with a world in motion (Dewey, 1938), at the centre of which, today, are social media. Indeed, a new form of musicking is continuously expressed by Gen Z on TikTok. Starting from this consideration, the present study aims to investigate this new form of musicking through the musical content uploaded to the platform by Gen Z and the way in which the latter interacts with the functions themselves and the resulting interaction with others. Specifically, the content analysed is TikTok's collaborative musical functions, such as duet, call-and-response and minus one formats. The qualitative research involves the following stages: - Content analysis of performances on TikTok;- Case study: administration of an online questionnaire to a group of adolescents.The aim of the questionnaire is to gather relevant data to analyze adolescents’ engagement with these features, the preparation process leading up to the performance upload, and the relational dynamics with others.According to Batt-Rawden and DeNora, “Musicking helps define social worlds, create identities; people and situations are constructed around these musical experiences” (as cited in Abrahams, Rafaniello et al., 2009). Furthermore, memes—the core of TikTok—are expressions meant to be shared; they are tools for being together (Marino, Surace, 2023). The hypothesis, underpinning this research, is that understanding the relational dimension arising from these functions can contribute to the development of new conceptual tools—linked to the performance of Gen Z on TikTok—capable of informing more relevant and resonant teaching practices for today’s adolescents. The focus of these practices is to value diversity as a source of richness and to embrace the enrichment that comes from shared creative expression.