This article examines possibilities for addressing the need to relate learning in music to learning in other disciplines through developing a third space where students are invited to bring their own knowledge, imagination, and ideas to a music curriculum. The article explores the connections between third-space learning, composing, and arts integration by examining two arts integration models: a Reggio Emilia approach and Shared Learning curricular model as described by Robin Fogarty. The article will provide examples that demonstrate that composing is integral to third-space learning.