The area of Artistic Education in the current basic education curriculum in Catalonia promotes creativity and the ways in which ideas, opinions, feelings, and emotions are expressed and communicated creatively, giving students the opportunity to participate in, contemplate, and enjoy art and culture from a broad and diverse perspectives (Decree 175/2022). However, in Catalan schools, music and dance as artistic subjects have a limited presence in the classroom. This prevents students from developing artistic and aesthetic skills that connect them with their most creative and sensitive dimension, allowing them to build bridges between their own aesthetic development and the surrounding culture.To address the limited presence of music in the classrooms of a school in Castelldefels (Barcelona), three didactic proposals based on collective creation processes integrating music, dance, and mathematics were implemented. These experiences were carried out through co-teaching between music and mathematics teachers. Additionally, the proposals were structured around performance as a methodological core, understood not only as a final presentation but also as a dynamic learning space where students could experiment, communicate, and construct meaning collaboratively.The implementation of these proposals took place between 2020 and 2023 with upper- and middle-cycle Primary Education students. The methodology was mixed and based on multiple data sources: video recordings of the process, an ad hoc tool validated by experts for analyzing the recordings, and focus groups with students.The data show that these types of proposals not only increase the amount of music class time at the school but also foster a deeper and more holistic understanding of concepts shared across different languages such as mathematics, music, and dance. Furthermore, these staging-based experiences allow the completion of a creative process in which students assume three fundamental roles—creator, performer, and audience—and develop four essential traits for their aesthetic formation: expressiveness, creativity, sensitivity, and aesthetic judgment—thus consolidating comprehensive artistic learning.This study is presented as a methodological alternative to the problem of limited curricular hours for music and dance, as its results demonstrate that the integration of different languages through staging not only expands the time and space devoted to these disciplines in the classroom but also transforms and enriches the way students develop their artistic and aesthetic competencies.