Although several experimental studies prove the contribution of musical activity to cognitive, relational and, in some cases, motor development, in children and in pre-adolescents and adolescents, it is not easy to deduce from these studies clear indications supporting the teaching of music education. So, we asked ourselves about the characteristics that music education should have in order to impact on the “key competences”, considered essential for the general learning development. Therefore, in 2012/2013 a pedagogical-didactic experimentation was carried out which compared a model of musical practice strongly based on a global activation and structured according to cooperative learning and peer education, with two different programs of music and theater. Although the experimentation has produced further hypotheses that need to be explored in subsequent research segments, the collected data suggests granting preference to global methodologies, spaced practices and didactic modalities characterized by frequent and significant peer interactions.