This research has a primary focus on the middle school setting and how schools, students, and art educators might benefit from an interdisciplinary art curriculum. In this thesis I outline how cross-curricular inclusions in art lessons have the potential to be a fantastic advocacy tool for fine arts departments. I also investigate the differences between interdisciplinary inclusions in the visual art classroom and arts integrated school models as well as the beneficial relationship that can exist between these two pedagogical approaches. Additionally, I examine through literary review and curriculum development, some of the positive and negative influence in academic subject areas and more importantly art disciplines. My final and primary aim in examining various methods of cross-curricular inclusion is to shed light upon the immense potential for student development via dynamic interdisciplinary art curriculum.