ABSTRACT This article deals with the theme 'proposal for an updated teaching of arts: emphasis on cross-cutting themes and projects.' Its scientific relevance lies in the aspect that it will contribute to raising the level of technical-intellectual knowledge with a view to application in Arts teaching. Its social relevance is that it can contribute to a greater understanding and dissemination of the concepts of arts and their epistemological nuances and social implications. By making and knowing art, students follow learning paths that provide specific knowledge about their relationship with the world, developing potentialities such as perception, observation, imagination and sensitivity that can underpin the awareness of their place in the world and that also undeniably contribute to their significant apprehension of the contents of the other disciplines of the curriculum. It was the objective of this work to analyze that, through living with the universe of art, students can get to know artistic making as a poetic experience; as development of potentialities: perception, reflection, sensitivity, imagination, intuition, curiosity and flexibility; as interaction experience; as form; as cultural production. Artistic learning involves, therefore, a set of different types of knowledge, which aim to create meanings, fundamentally exercising the constant possibility of transformation of the human being. Understanding art as a production of meanings that are transformed in time and space allows us to contextualize the era in which we live in its relationships with others. A bibliographic research was carried out, based on consultations with books, magazines, newspapers and articles on the subject.