This study aimed to develop inner musical imagination (IMV) in DKO students through a specially designed board game inspired by the methods of Dalcroze and Gordon. IMV – the mental representation of music without physical sound – is crucial for musical development, but often receives too little structured attention in DKO.

The study consisted of three phases: literature review, practical testing and evaluation. The preliminary research identified effective strategies for IMV development through theoretical study of Gordon and Dalcroze, which led to the development of the game.

Four age-diverse classes tested the game in the practical phase. Data collection was done through observations, video analyses, and surveys (both qualitative and quantitative data). Analysis showed that the game format not only significantly improved I.M.V. in all age groups, but also had positive side effects: increased student autonomy and a stronger sense of group cohesion.

The conclusion confirms that gamification is an effective and motivating tool for I.M.V. training in music education. This approach appears to be effective regardless of age and thus addresses an important gap in the current DKO offering. The results suggest that further implementation of such game-based methods would be valuable for music education practice.