Background and Context: Although computing is a highly sought-after skill set in our modern economy, certain individuals are under represented in computer science (CS) courses and careers. The integration of visual and performing arts in K-12 CS education has been gaining "STEAM" as a viable strategy for making computing more inclusive. Objective: The goal of this review is to increase knowledge and understanding of this approach. Method: We undertook a rapid review of the existing literature using PRISMA's protocol. Findings: We provide insight into various approaches to K-12 arts+CS instruction, and describe how these approaches have impacted learners' CS knowledge, skills, and attitudes. We also identify potential obstacles to making arts+CS instruction less inclusive. Implications: We make recommendations for designing, developing, and implementing arts-integrated CS instruction across educational settings, and highlight the importance of increasing the presence of diverse voices and perspectives at this intersection of disciplines.