This paper focuses on field trip-based experiences across the disciplines of art, culture, and science. The author addresses gaps in the learning sciences' research about children learning both art and cultural content as well as how they learn cross-disciplinary practices. She offers one strategy, video-based interpretive case studies (VICS). By using a VICS approach, museum educators have a means of understanding their own actions as facilitators and of learning from visitors' interactions across subjects. The paper discusses two findings. Field trip-based talk and use of cultural tools mimics those found in traditional school classrooms. Students are introduced to syntactic knowledge in art via discussion and use of narrative and authentic art-making related practices. (Contains 20 notes.)