This paper presents and discusses examples of works of art which, if included in science curricula, could prompt an understanding by students of some concepts in optics through a discussion of the context in which they were created. Such discussion would elucidate the meaning of the artworks and, at the same time, challenge students' misconceptions, attracting their attention to the scientific aspects of the art works concerned. This type of learning represents a culturally rich approach to modern science curricula. The simplified contrasting of science and humanities is criticized.