With the social expectations of creative talent and the arts growing over the past decade or so, measures to integrate them into school education are being sought. However, the policy of arts fusion education remains to the extent that it only makes a practical use of art, which has been undervalued as a non-mainstream subject. It is time to discuss integrated art education based on unique characteristics for the school art education to serve as a forum for genuine creativity and imagination. In particular, the school's art education is still focused on functional factors rather than the core competences that future societies need, such as imagination and creativity. It is not desirable for an essential approach to art education to be made without the use of tools. Therefore, this study would look at the definition and necessity of integrated art education in school education, the best examples of integrated art education in other countries, and domestic cases.