The influence of discipline-based art education has been transformed into new avenues for teaching and learning that require an array of bridges to traverse creating new approaches and settings for art teaching and learning. The concept of interdisciplinary learning is one that should be scrutinized closely and research and practical applications are needed to inform the field about best practices. This book contains both theoretical concepts and practical suggestions for curriculum construction and assessment for interdisciplinary education that incorporate the visual arts as good and worthwhile, while at the same time, proposing ways in which art can be integrated holistically with other subjects. There are many terms found in this book that with nuance appear to describe educational endeavors similar to interdisciplinary art education. These are: integration, bridge-building, restructuring, transdisciplinary, multiculture, global, community-based, intercultural, visual culture, social reconstruction, and constructivism among others. All appear to have in common permeable boundaries for integration with other disciplines in what has been termed by some "a living curriculum." The importance of incorporating negotiation, mutual respect, risk taking, and intercultural dialogues among all the stakeholders is apparent in most chapters in this book. A variety of contexts for interdisciplinary teaching and learning also are included such as school and community and local, state, national, and international settings along with examples at elementary, secondary, and higher education levels. In addition, there are a variety of research methodologies found in the different chapters and a range of subjects, such as science, social studies, anthropology, and the performing arts, for which interdisciplinary concepts have been applied effectively and appear to be coherent, complete, and appropriate. The Table of Contents is presented as follows: Acknowledgements, The Preface, and the Introduction. The following chapters are included in Part I, "Historical and Conceptual Explorations": (1) "Reflecting on Interdisciplinarity: A Story about Bits" (Melanie Davenport); (2) "Models of Integration in Elementary and Secondary Schools: A Short History" (Mary Stokrocki); (3) "Toward Transdisciplinary Programming in Higher Education" (J. Ulbricht); (4) "The Efficacy of an Arts Integrated Approach to Teaching and Learning" (Jennifer Ann Chappell); (5) Curriculum Integration as Embodied Knowing" (Rita Irwin, Sylvia Wilson Kind, Kit Grauer, and Alex de Cosson); and (6) "Arts Bridge: The Art-Language-Music-Mathematics Project" (Andrea Karpati). Part II, "Practical Programs" Contains: (7) "An Interdisciplinary Approach to Art and Science: A College Course on Art and Geology" (Denise A. Battles and Jane Rhoades Hudak); (8) "Weaving Art Education into the Texture of a Community: Curriculum Integration through a Summer Art Camp for Indigenous Children in Taiwan" (Jin-Shiow Chen); (9) "Popular Visual Culture and Ten Kinds of Integration" (Paul Duncum); (10) "An Interdisciplinary Program in the Hatay Archaeological Mosaic Museum, Turkey" (Olcay Tekin Kirisoglu); (11) "The Green School Visits: Aesthetic Education, Living Culture, and Ecological Study in Poland" (Mariusz Samoraj); (12) "The Geography of Ideas: Mapping and Journaling in The International Summer School for Art Education" (Deborah L. Smith-Shank); and (13) "Pros and Cons of an Interdisciplinary Partnership Based on the Theme of Patriotism" (Mary Stokrocki). Part III, "Future Directions" contains the following chapters: (14) "From Science to Art: Integral Structure and Ecological Perspective in a Digital Age" (Mel Alexenberg); (15) "Art and Writing: Interdisciplinary Inquiry, Discovery, and Meaning Making" (Jim Blasingame, Mary Erickson, and Larry Woodson); (16) "Elementary Classroom Teachers, Arts Integration, and Socially Progressive Curricula" (Laura Lackey); (17) "Investigating the Computer as a Medium in Creative Processes: An Interdisciplinary Approach" (Daniela Reimann, Thomas Winkler, Michael Herczeg, and Ingrid Hopel); (18) "A Review of Internet Resources Promoting Interdisciplinary Arts Education" (Fatih Benzer); (19) "Postscript" (Doug Boughton); and (20) "Contributing Authors."