The arts become a form of resistance, providing educators with a tool to resist mechanical and oppressive school experiences and cultivate a personal voice among children. Two professors on opposite coasts joined forces to design a course for pre- and inservice elementary school teachers. This article describes the course and discusses it's foundation, which is based on these assumptions: (1) Art is central in the curriculum, because all aspects of life are linked through art; (2) Art should be at the heart of the educational process; (3)Arts integration stems the segmentation of knowledge; (4) An arts-integrated curriculum develops connections between the arts and academic subjects in ways that otherwise remain hidden; and (5) An arts-integrated curriculum enables students to construct knowledge about the world through personal connections.