In music educational discussions of today, the engagement regarding youngsters' musical everyday culture, identity and knowledge is prominent. So is what status these musical features get in the schools' music lessons. Arguments are put forward that adolescents of today experience music in school, and music in their lives as separate entities, although playing of popular music is the most common activity within music classes at school. A question is what can be said to constitute adolescents' everyday culture, and what it implies to develop musical knowledge within school-frames. Such discussions steered my curiosity towards young children's experiences of music within and outside school. The specific aim for the article was to illuminate and discuss what consequences life-world-phenomenological Didaktik might have for music education in the early stages of compulsory school. The results of the philosophical investigation imply that a life-world-phenomenological way of thinking about teaching and learning music can facilitate teachers in how to offer pupils to develop their embodied experiences and knowledge. Phenomenological Didaktik encourage teachers to take care of children's musical cultures, and to challenge them in common learning situations through mutual curiosity and respect. How children's musical knowledge and experience can be related to teaching content is also illuminated in the article.