This report describes a program for integrating visual art into the core curriculum of sixth grade students, in a growing, upper middle and middle class, suburban community, elementary school located in a northwest suburb of Chicago (Illinois). The problem was noted originally by the teachers, who found the students unable to apply skills learned in their classroom into the art room and likewise skills learned in the art room to their classroom. Analysis of the probable cause data revealed that students and teachers displayed a lack of understanding of the creative process and the skills involved in connecting the art curriculum with the core curriculum. Although the students were displaying an understanding for each subject taught, they were unable to transfer skills between the art room and classroom. Solution strategies suggested by literature research combined with an analysis of the problem setting has resulted in the following interventions: (1) art projects with direct relationship to the sixth grade social studies curriculum; (2) journal entries encouraging written connections between current art pieces and the classroom unit of study; (3) classroom discussion formats encouraging transfer of knowledge between classrooms; and (4) quizzes related to the joint curriculum given in the art room. Contains 14 references. (Author/DW)