The author reports on the formation of a performing arts-focused curriculum integration project, in which key components of curriculum integration were employed within a project-focus involving the performing arts of music, theater, and dance. The project occurred within a curricular community partnership between a public school and nearby university and was designed with and for middle level students in an urban public school in the southeastern United States. The Inspire project is the result of a quest for curriculum coherence to support the exploration of intersections between separate discipline differentiation and curriculum integration within creative, collaborative, and critical thinking contexts. Project activities encouraged middle level students to consider and express the project theme of Black History Month from social and personal perspectives. Data indicate that students collectively and individually articulate their curricular and creative understanding from an arts-focused integration perspective.