Arts integration research has focused on documenting how the teaching of specific art forms can be integrated with "core" academic subject matters (e.g. science, mathematics and literacy). However, the question of how the teaching of multiple art forms themselves can be integrated in schools remains to be explored by educational researchers. This paper draws on data collected at a secondary school in Singapore. The case study analyses how three art teachers, using the idea of "space" as organizing theme, implemented a module of instruction that connected concepts and processes from a variety of art forms (including dance, music, drama and visual arts). We present evidence from curriculum materials, lesson plans, student-teacher classroom interactions and students' productions. Students were able to reflect upon the importance of space within the arts, analyse the points of convergence and divergence among several art forms, experiment with space and create their own interdisciplinary performances. Our ultimate aim is to provide insights that might inspire art teachers in designing instructional units focused on "big ideas". We suggest that allowing more curricular freedom and providing teachers with adequate structures for interdisciplinary collaboration are key to achieving meaningful levels of integration.