“Art and Humanism” will be one of seven learning fields in this reformed education, which backs up the value of the Art Education. Constructing curriculum and the development of design select from the spirit and style of “curriculum integration”. For music, arts, performance courses, all of them integrate each other. Aforementioned coordinating curriculum is the biggest change which doesn’t have any the former example. Moreover, the teachers will rethink about the study of curriculum and teaching planning. Thus, the teachers have the important task to make the change come true. Yet it should be noticed that so far the new lesson planning has carried out the base of theory. Without stable theoretical “Arts and Humanism” in learning fields which cannot find out the relative the base of theory, different kinds of teaching styles and lessons are really hard to called curriculum integration, related to teaching and daily life or developing school-base curriculum. Furthermore, the teachers have to make their own lesson plans. These are the goal to follow. In comparison with the questions of “Arts and Humanism” of the elementary schools in our country, they can refer to the government of Italy that announced “Nuovi Programmi” in 1985. It points out “Semiotics” which emphasizes visual aids, music and body language as a language. Teaching activities reinforce recognition, the meaning and technology to integrate together. In addition, sourrings and social culture interact each other. The study based on “Arts and Humanism” of the confronted by questions in the elementary schools in our country. Due to the problems, we analyze, conclude and come up specific and useful teaching strategies which could provide teachers and officials to carry out the study of “ Arts and Humanism” .