This article discusses the results of a longitudinal study examining the impact of using imaginary instruments and imaginary performances in the context of music education. The findings suggest that these methodologies can be useful pedagogical tools in teaching rhythm, timing and musical expression. Music education has proven useful in various studies for both cognitive and emotional development. However, the conventional approach has limitations. This research proposes a revolutionary, yet scientifically based, approach: the use of air instruments as an initial pedagogical step in music education.