Bullying is a current and serious issue at many schools. Therefore an interest in adequate preventive and intervene means exists. So influences have to be investigated. This thesis is about the influence of music, especially the influence of making music on this specific violence behavior between pupils. The aim of the study is to clarify differences between adolescent making music, singing as well as instrumental music, and not-making music, regarding to the occurrence of bullies and victims and the different forms of bullying. Accordingly the first part of this thesis gives an overview of bullying. The characteristics of bullies and victims, the different forms of bullying, the terms of occurrence and the aftermath for bullies and victims had been clarified. Subsequently the music had been described. Particularly the importance of music for adolescent and musical effects, especially the effects of listening to music, singing and instrumental music had been elucidated. After this the coherence of aggression, violence and bullying between pupils and making music had been discussed mainly in context of school, music therapy and brain science. The empirical results of the quantitative approach using a questionnaire indicate, that adolescent making instrumental music are victims, bullies and bully/victims rarer than adolescent, who don`t play a musical instrument. Besides they bully their classmates physically and verbally rarer. Furthermore singing pupils are bullies and bully/victims rarer than not-singing adolescent. Also singing older boys are victims rarer. Singing adolescent will be bullied physically rarer and bully their classmates physically and verbally rarer too. However they will be bullied relationally quite often. All in all the results evidence, that music-active arrangements are qualified for reducing bullying.