In Taiwan, traditional pedagogy and technique-oriented teaching methods have become too outdated to enable students to fight with a society full of complicated and confusing socio-cultural phenomena. An art education curriculum change is needed, and innovative art programs should be developed with careful consideration of the socio-cultural environment. After exploring the cultural and educational implications in installation art, this paper proposes a model of a creative art program by integrating installation art with craft-making classes for art teachers. The paper contends that the craft-making class could be integrated with learning installation art as a more updated, innovative form of promoting visual communication, personal expression, and socio-cultural commentary. An art program was designed to serve 240 preservice teachers who took an arts and crafts courses, the fourfold goal of which stressed: (1) introducing students to multiple aspects of installation art; (2) sharpening students' thinking about themselves; (3) developing their sensitivity and flexibility toward creative art teaching; and (4) bridging students' social lives with art experience. It implemented through strategies of creative art teaching such as looking-and-talking-about art, questioning-and-answering, team work, group discussion, and Six-W reflective thinking. Contains a diagram with an overview of the flexible structure of the program and 7 references. (BT)