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Abstract
Many colleagues in higher music education report that their students mostly fail to integrate theoretical knowledge into practice. We think this problem is rooted in the use of notationbased off-time concepts for managing timed and embodied actions. As is the case with learning your mother tongue and learning about your mother tongue, the understanding of how music works should be rooted in creative practice. Music offers a wealth of starting points for discussing musical actions. These verbalizations gradually transform into common music theory.