Emerging critical events in creative processes involving music, dance and mathematics in the school

María Fernanda Viñas*, Albert Casals, Laia Viladot

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

1 Citation (Scopus)


The development of creative processes within the framework of music and dance constitutes an opportunity to promote and integrate learning from different subject areas. In these activities, the moments of knowledge transfer between the different parts of the curriculum emerge as key moments in the process. This article identifies and analyses the critical events that arise when carrying out group work based on the integrated learning of music, dance and mathematics around the concept of symmetry. For this purpose, and within an action-research framework, a 20-hour didactic sequence was designed and implemented, which focused on the creative processes followed with students in the last year of primary school (11–12 years old) at a center near Barcelona. The data obtained through classroom observations and semi-structured interviews with the students brought to light the critical events that occurred in this creative, interdisciplinary context. The results show that the use of different forms of expression and the changes that students introduce when using one or another language to express their own ideas or knowledge are key moments in the advancement of joint creative activities and also of learning in itself.

Original languageEnglish
Pages (from-to)228-243
Number of pages16
JournalInternational Journal of Music Education
Issue number2
Early online date13 Nov 2021
Publication statusPublished - 1 May 2022


  • Creative activities
  • critical events
  • dance education
  • integrated curriculum
  • mathematics education
  • music education
  • primary schools


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