Education experts remind us of the growing urgency to cultivate exploratory, creative habits of mind. As part of this process, we need to re-imagine learning and teaching as a creative, receptive-responsive dialogue. Within this framing, embodied forms of creative connectivity become central. Yet, classrooms, as we know them, are characteristically disembodied. How can we enable children to learn through collective being and becoming? If the body is the medium of collective experience, how can we tune it well? And how do we help practitioners to develop their own understanding of embodiment, and incorporate this understanding in their own practice? I build on the Kokas pedagogy as an explorative context for these questions. Klara Kokas (1999) developed her pedagogy as an experiential extension of the Kodaly principle of music education combining music and movement. Her pedagogy targets students’ somatic, experiential understanding of classical music, going beyond the structural analysis of music often prioritized in education. The Liszt Academy of Music (Hungary) has recently implemented an ‘immersive’ unit on Kokas in their music-teacher education programme. This paper summarises my ongoing, collaborative research with the Liszt Academy. It outlines the key tensions, challenges, as well as the transformative potentials of this pedagogy in the context of music teacher education. The data include observation notes and video recordings of Kokas sessions (9 3-hour sessions per semester, with 10-15 students per cohort), visual documentation of creative products (paintings, drawings) and students’ self-reflective compositions. Our research captures the inseparability of physical and inner opening up. The physical dimensions of this pedagogy become the fountain of new, creative forms of learning, knowing and relating. Embodied dialogue – collectively enacted responses to music – is the catalyst of deep cohesion, creative connectivity and pedagogic metamorphosis. Collective, somatic experiences of being and becoming redefine participants’ relationship with music and transform them as teachers. Our research contributes to research and practice in higher education, with a specific focus on music-teacher education. However, the ramifications of these insights go beyond the context of music. This research shows the significance of experiential connectivity between teachers and students in paving the way towards the transformation of the personal, professional as well as the institutional mindset. Therefore, they offer valuable platforms for the much needed re-imagination of education. Keywords: experience-centred pedagogies, music teacher education, creative connectivity, embodied learning Kokas, K. (1999). Joy Through the Magic of Music. Budapest: Alfa Kiadó és Nyomda.