Music listening (also called “music appreciation”) is regarded as one of the main activities having a central role in school music education (Swanwick, 1979). When listening to recorded ‘classical’ music at school children show difficulties to focus their attention on the music, which is often complex and unfamiliar to them (Boal-Palheiros & Hargreaves, 2004). Some music educators have proposed participative teaching strategies to enhance children’s participation, to help them to develop their listening skills, and to better understand and appreciate music (Strauss, 1988; Wuytack, 1972; 1989).The ‘Active music listening’ approach, proposed by Belgium music pedagogue Jos Wuytack, who has been inspired by pedagogues such as Dalcroze and Orff, demands children’s physical and mental participation, before and during the listening activity, and it uses visual perception to improve musical perception. Children perform and learn the musical materials, and then they listen to the music while following a ‘musicogram’, which is a visual scheme representing musical elements and form.Research has suggested advantages of both movement activities and visual materials to enhance music perception in non-musically trained children. Some studies on the effects of ‘Active music listening’ strategies upon children’s musical learning have suggested that children understand and enjoy music better when those teaching strategies are employed, rather than when passive listening strategies are used (Boal-Palheiros & Wuytack, 2006; Borges, 2016).Listening to music, singing, playing, dancing, creating and improvising are inter-related musical activities, which can be developed in children by their music teachers. This workshop presents the ‘Active Music Listening’ approach, by using teaching strategies that seem particularly adequate to school children, because they enhance musical understanding through experience. Participants will learn the musical materials by using verbal, vocal, instrumental or body expression. During the listening activity, they recognize the musical themes and motives, and therefore the music becomes more familiar to them, which is an important step for their further appreciation and enjoyment.Listening to music may also be a window for learning other school subjects, within an interdisciplinary perspective in music education. Being an expression of human culture throughout times and spaces, music relates to the physical and social world (e.g. history, geography, sciences) and to other artistic expressions (e.g. literature, painting, theatre, dance). Opening the windows to the world of music and the arts is the purpose of this workshop, because we as teachers need to feel and experience before we can teach children.