A view on music within the framework depicted in this article will show, first of all, that music is part of the semiotically organized connections between living creatures. Music is universally present in human culture, and if music is, as Francis Sparshott says, a system of its own, with elements such as intervals, keys, and scales that are specific to music and "not found in nature," it then follows that music is an integrative part of human cognitive and cultural development. Human beings have indeed a genetic precondition for musical behavior and perception, with specific brain areas and connections dedicated to musical processing. Standing on this base, this essay will shed some light on musical learning, and sketch a semiotic approach to music education and its philosophy. (Contains 2 figures and 41 notes.)