The concept of music making as a tool to promote wellbeing has been fully embraced by Music Education, in special by subfields such as Special Education and Music Therapy. The perspective of using music as a mean to help humans of all ages to develop and/or recover skills, to get in touch with and relax their bodies, to freely express emotions and to establish new internal and external connections with themselves and other people warms the heart of any music educator that is passioned by their profession. The therapeutic potential of music making demonstrated by a program funded by the Welsh government which after connecting professionals from their National Opera with the members of the community, reported improvement of mental health and chronic pain symptoms of participants who experimented regular singing and breathing exercises, certainly is the type of news that reaches the trending topics of any major newspaper and will be used to promote music lessons. The fact that more than half of musicians, ranging from serious students to professional musicians, deal with health issues caused by music making (Rotter et al., 2020) sheds light to a least heartwarming aspect of Music Education. This is the other side of the spectrum, which needs to be embraced and consequently addressed by Music Education. A first step in this direction may be through providing instrumental and vocal teachers with access to knowledge on prevention of health problems in musicians.Presented by a musician and instrumental teacher with a specialization in Musicians’ Health, his workshop centers on the awareness of the body as a mean to produce sound. It proposes a pragmatic view on posture and its relation to music performance. Based on principles of funcional anatomy (Klein-Vogelbach et al., 2010), with a special focus on alignment, including clues on how to observe a performing body and detect potential risks (Nusseck; Spahn, 2020), this workshop is designed to introduce instrumental and vocal teachers to health principles that can be directly applied into performance and may potentially prevent performance-related injury.Participants will be invited to practice selected exercises that may develop awareness and muscle strength. Directly influenced by physiotherapy and somatic practices, such as Alexander Technique, Feldenkreis, Dyspokinesis, and Spiraldynamik, they may be useful to students and teachers, who will leave the session with a handful of information on practices that may bring a new perspective into performing as well as into teaching.