This book explores how the arts, with their focus on aesthetic ways of knowing, impact the learning of our college students. Chapter 1, "Jamie: A Learner Profile," profiles the learning of Jamie, an elementary art teacher who was a student in a 2-week summer courses. The book starts with this profile to metaphorically prime the pump with images, songs, and stories that may well up later when readers are working to comprehend the more abstract chapters that follow. Jamie's profile also shows the kind of internal logic seen when teachers watch learning through the lens of an arts-infused curriculum. Learners like Jamie show how their imaginations work and how they connect what they are learning to themselves and their lives. Chapter 2, "Aesthetic Experience," discusses the qualities of aesthetic experiences. This chapter builds background knowledge about the importance of metaphoric thinking, the nature of aesthetic perception, and the role of aesthetic experiences in learning and sets the stage for the discussion of the curriculum models in chapter 3, "The Interpreting Cycle," and chapter 4, "The Creating Cycle," where it describes the ways teachers think about the interpretive and creating processes. The book has developed two simple curriculum models, the Interpretive Cycle and the Creating Cycle, to show how teachers think about the structure of these social learning processes. In these arts-infused curriculum units, the interpretive and creating processes are carried out in each of four disciplines--visual art, music, language, and dance. Discipline-based educators, use these processes to teach the students how to attend to artworks and how to make artworks. Art Educators teach in parallel, taking time during class to engage the students in a part of one of the social learning processes in each discipline. Chapter 5, "Making Learning Visible: Awakening Social Imagination," analyzes student data in ways that cut across disciplines and look at evidence that show perception, building students' imagic stores, and promoting intentionality and voice is being taught. Chapter 6, "Planning Arts-Infused Units of Study," explains how to think about the planning of these units, and finally chapter 7, "Strategies: Keys to Learning," describes strategies that are used in teaching. A bibliography; list of resources; and information about the authors conclude the book.