Keywords : teacher’s body, creativity, secondary music teacher educationThis workshop has the aim to experience creative music making through the teacher’s perspective. As a bridge between inner and outer states, between the music and the students, as a facilitator to create music collectively, bodily interactions play an important role in the classroom. These professional competencies can foster the relation between musical practice and empathetic and caring interactions in music learning. Nevertheless, this aspect is not often developed in teacher training courses, at least in our context of secondary music education.Starting from findings of our research about the role of the teacher’s body in collaborative creative music making, some examples of exercises and teaching strategies are proposed to the audience. These activities which integrate voice, body percussion, harmonic instruments, and technology (BandLab) were developed and tested with future secondary music teachers. They illustrate a model used as a reflective tool to sustain inclusion and diversity in secondary music teacher education.Our red thread can be formulated through two questions: How can we deepen our competencies as teachers by redirecting our attention on embodied pedagogical and musical knowledge ? How can we integrate these perspectives in teacher training ?The theoretical underpinning of our activities are related to research about embodied music pedagogy and teaching strategies for collective music creation tasks. In order to rethink inclusion through bodily actions like presence, dialogue, attention and openness, we refer to a framework about teaching gestures to enhance musical creativity and about social interactions in teaching. The body is considered here as a tool to provide a save space to enhance and to regulate musical activities through a corporeal and a symbolic posture towards collective music creation.Participants are invited to conceive a short activity in small groups by using the concepts presented. A collective analysis for transfer and integration into their teaching practice will close our workshop. The discussion could open pathways between our various teaching cultures.