Movement is essential for understanding music: a conversation with music educator Núria Planell, Catalonia.

Music educator Núria Planell combines creativity, movement and emotional connection in her approach to teaching music. With a background in piano, Musicology and Anthropology, her work was deeply influenced by the Jaques-Dalcroze method, which explores music through movement, play and lived experience.

Working with both young children and teenagers, Núria creates spaces where students can develop confidence, creativity and connection through music. Her approach to learning music shares many similarities with the LaLaOpenEdu approach to learning languages, where children acquire language naturally through play, rhythm and emotional connection that are central to the learning process. In this interview for Voices by LaLaOpenEdu, she reflects on movement, language learning and the transformative role of the arts in education.

LaLaOpenEdu: What inspired you to work in music education?

Núria Planell: I originally trained as a pianist and later studied Musicology and Anthropology, but everything changed when I discovered the Jaques-Dalcroze method. It introduced me to a completely different way of learning music — through movement, play and physical experience rather than only theory and technique. It opened my eyes to a more emotional and creative way of teaching.

LaLaOpenEdu: How was this different from your own experience learning music?

Núria Planell: My own musical education was very technical and demanding. I remember it sometimes feeling heavy and emotionally disconnected. There wasn’t much space for creativity or self-expression.

Part of my motivation as a teacher has been trying not to reproduce that same experience for children.

LaLaOpenEdu: You work with both young children and teenagers. How do they respond differently?

Núria Planell: Young children approach music naturally. They move freely, they’re enthusiastic and they don’t judge themselves. Teenagers are often more self-conscious, especially because they are going through so many emotional and physical changes.

At first, movement activities can feel uncomfortable for them, but over time many teenagers begin to value these spaces deeply. They often ask for more music or theatre because they feel emotionally connected there.

LaLaOpenEdu: Why is movement so important in learning music?

Núria Planell: Because the body helps us understand things deeply. If students physically experience rhythm through walking, clapping or movement, musical concepts become much easier to understand and remember.

Things that are learned first through the body are not so easily forgotten.

I also see strong links between movement and wider learning development. Sometimes through coordination or body percussion activities you can immediately notice those children who have difficulties that later appear in other learning areas too.

LaLaOpenEdu: Do you think music helps children emotionally and socially?

Núria Planell: Absolutely. Group music-making creates very powerful emotional experiences. Students learn to listen to each other, collaborate and create something together.

I always tell them that every small contribution matters. Even simple parts are important because the group only works when everyone participates together.

Music builds confidence, connection and a sense of belonging.

LaLaOpenEdu: What would you say to teachers or parents who think they are “not musical”?

Núria Planell: I would say everyone is born with musical potential. Like language, music develops through exposure, practice and confidence.

Some people may develop certain abilities more easily than others, but I don’t believe anyone is completely “unmusical.” With encouragement and practice, everyone can grow musically.

LaLaOpenEdu: Do you see connections between music and language learning?

Núria Planell: Definitely. Rhythm, repetition, movement and sound are all deeply connected to language acquisition.

Songs, rhymes and movement activities help children internalise sounds and patterns naturally. Learning music is very similar to learning a language: first you listen and absorb, then little by little you begin expressing yourself.

LaLaOpenEdu: Schools often focus heavily on performances and final results. How do you feel about that?

Núria Planell: Performances can be motivating and meaningful, and I do think they have value. But education can become too focused on productivity and outcomes. Sometimes the process itself — experimenting, exploring and creating together — is more important than the final product.

LaLaOpenEdu: What role should the arts play in education today?

Núria Planell: A much bigger one. Artistic education develops emotional awareness, creativity, confidence and human connection — things many young people are deeply lacking today. The arts are not secondary subjects. They help shape the individual emotionally and socially, and that value goes far beyond music itself.

To find out more about Núria Planell, please visit her Instagram page @nuriaplanell