An integrated curriculum is based on the idea that knowledge and skills are synergistic; more is gained when interrelationships are promoted than when lessons are kept isolated. This idea is supported by the theories of cognitive psychologists (e.g., Bruner, Goodnow & Austin, 1956) who conceive of knowledge and skills as being knit together by complex webs of interconnections. When interconnections are increased, learning is made easier and lessons have wider application. Student motivation is also increased when lessons in different areas of study are made relevant to each other (Jacobs, 1989). Unfortunately, the usual departmentalization of subject areas in secondary schools does not promote such interconnections. High schools often operate like an assembly line where each new piece of knowledge is "put on" the students at separate learning stations. Until recently, this general tendency toward isolation of subject areas has been particularly intensified with respect to art programs by an overemphasis on factors that set our field apart from all others. Over the past several years, the almost singular dominance of studio practice in public school art education has been a significant object of reform (e.g., Getty, 1985). Another important but waning factor has been the profound influence of the aesthetic doctrine called "formalism" on art curricula