Developing students' understanding and fluency of the visual arts is one of the central goals of arts education for all students, regardless of grade level (Consortium of National Arts Education Associations, 1994). Yet, as many educators and arts advocates are quick to point out, the arts have consistently been cut from educational budgets and curricula in recent years. In 2012, the U.S. Department of Education released a report that comprehensively chronicled the changing state of arts education in the country. While there was some encouraging news in the study, the mostly dismal news included that coursework in the arts was not required for graduation at more than 40% of secondary schools. More disconcerting was the absence of arts education in economically disadvantaged public schools; that is, students in high-poverty schools do not have the same access to arts curricula and experiences that students in affluent schools enjoy (Parsad, Spiegelman, & Coopersmith, 2012). These circumstances have led arts educators to come up with creative ways of infusing the arts into mainstream classes. One promising trend is the collaboration with content-area teachers resulting in learning activities that are rich with both traditional academic content as well as the creative arts. In Tampa, Florida, arts educators have come together with science and social studies teachers to produce a unique curriculum that explores artistic expression within the context of social and environmental issues. The free-of-charge project not only fosters a deeper understanding of art and its role in society, but also empowers students to act in a socially responsible way. In this article authors Bárbara Cruz and Noel Smith describe one component of this project centering on the work of Mark Dion.