With amateur and professional musicians facing high risks to mental and physical health (e.g., Bernhard, 2023; Koops & Kuebel, 2021), it is important to reflect on the nature of instrumental music education and design novel educational approaches that integrate the development of well-being. In this presentation, I advocate for a “caring” stance towards instrumental music education, conceiving the development of well-being as an integral element of the development of musicianship (Nijs, 2025). First, I define such a caring stance, conceiving of musical development and the development of well-being as the two chains of the DNA of music education, with the PERMA building blocks of well-being (Seligman, 2011) as the bases of the ladder that connects the two chains. Next, I discuss how a synergy between the development of musicianship and well-being can be achieved through a constraints-led approach (Renshaw & Chow, 2019) to integrating these building blocks of well-being into the dynamics of a music lesson (Bremmer & Nijs, 2020). Then, I present a novel approach to instrumental music education that seeks to achieve the synergy between developing well-being and musicianship by educating the performing body beyond a mere instrumentalist approach to the body and musical instruments through the incorporation of movement-based learning activities (Nijs, 2024). This "kinemusical" approach has been developed through an iterative process of theory building, e.g., the musician-instrument relationship (Nijs et al., 2013; Nijs, 2017) and embodied music pedagogy (Bremmer & Nijs, 2022; Nijs & Bremmer, 2026), pedagogical design, and sustained experimentation in educational practice, including workshops, teaching interventions, and reflective refinement of learning activities. After elaborating on the guiding principles of the kinemusical approach, I exemplify the presented framework by discussing two learning activities in relation to the constraints-led integration of the PERMA building blocks of well-being. This exploratory work is presented as an initial step in a broader research agenda. It invites critical engagement, reflection and dialogue to refine and advance the proposed kinemusical approach, with direct implications for instrumental music education. Implications include the design of group-based lessons for instrumental education that integrate movement-based learning tasks alongside instrumental technique and repertoire work, and the deliberate cultivation of bodily awareness, embodied creativity, expressivity, and well-being as core components of developing musicianship.