The thinking and conceptualisation of music education is undergoing considerable change. More recently, the formalist and canonical notions of \"aesthetic education\" have been critiqued and challenged in music education literature. The articulation of the music education process is a burgeoning field, and this article seeks to further this endeavour by drawing on the ideas of Deleuze and Lyotard to expand the notion and importance of the musical moment in music practice and education. The temporal spoken statement provides a helpful analogy for music in action and the notion of \"little narratives\" help draw out the interactive richness in contemporary live music making. Music educators are encouraged to explore the richness of the \"first musical space\" in their work and thus begin to bring students to a more critical understanding of music in action within cultural contexts.