藝術統整課程長久以來一直被用來補充核心學習科目。雖然這種方法很普 遍，但作者認爲，若從學習科目之間是否是密切聯繫的關點來看，這種階級式 的教育的品質將會面臨危機。作者認爲面對生活環境的快速變化，藝術統整課 程應該追求一個具有連貫性、連續性、全面性的教學方針才能對學生的學習有 長遠的影響。要做到這一點，我們需要一個新的概念來闉述如何從藝術和生活 經驗中獲取並了解知識的變動性。 作者在這篇文章中：1)用隱喻將常見的美術課程計劃進行分析歸納、 從設計的結構和教學方法中探討它們對美術教學和學生學習的影響；2)闉述 爲什麼藝術是課程設計中不可缺少的一環；3)檢視教師、學生和學習科目之 間的關係；4)提出「橋樑型的教案設計」爲有效地統整藝術課程的理論架 構；5)提供應用的實例來總結「橋樑型的教案設計」是藝術教育與普通教育 課程設計的基礎架構。

The practice of arts integration has a long history of applying hierarchical methods where arts are supplemental to the core learning subjects. While this approach has been commonly adopted by teachers in the field, the author argues that the quality of education may be in jeopardy and questions whether the learning subjects are strongly connected. Facing the rapid changes of our daily surroundings, the author recognizes that arts integrations should pursue a coherent, sequential, and holistic approach that makes meaningful and long-term impacts on students’ learning. To do so, a new model is needed to address the dynamic nature of how knowledge can be obtained in relation to arts and life experiences. In this article, the author: 1) applies metaphors to analyze and examine existing art lesson plans and their pedagogical implications in learning; 2) gives an overview on why arts are essential in curricula design; 3) examines the relationship between teachers, learners, and learning subjects; 4) suggests Curricula as Bridges as a new model for effective integrating arts into curricula; and 5) provides an example to conclude with the implications that such a curriculum design model is fundamental to the field of arts education and general education.