The purpose of this study was to provide opportunities for students to communicate in English through an art class. The current English education in South Korea for fourth graders focuses largely on listening and verbal communication. In Korea, where students do not have many opportunities to practice English outside the class, more opportunities should be provided to communicate in English through content-based classes. Thus, it is essential to develop an effective curriculum to help students develop their confidence in English communication through content-based instruction. In the current study, fourth grade students in an elementary school in Busan were selected to study the effects of English communication integrated in an art class. The experimentation class combined art curriculum in their class activities. An English listening and reading test was also given to the experimentation class in order to measure the increase of the students\' listening and reading abilities after the treatment. Furthermore, a survey on the interest level, confidence, self-discipline, and academic participation of the students were also conducted for the study. Positive effects on the learners\' listening and reading abilities, as well as the affective factors, were expected to be found. This hypothesis was studied and observed according to high, middle, and low levels. In addition, the effects of the gender variable (boys vs. girls) was examined as well. The results are as follows. First, content-based art instruction improved the students\' English listening and reading abilities. Students were able to integrate the content using previously-learned knowledge from different art-related activities, which allowed them to read and to listen naturally in an English-speaking context. Second, the study also showed positive effects of the learners\' interest, confidence, self-discipline, and academic participation. Additionally, content-based art instruction led to learning through various art activities, and gave the students an enhanced interest in English. Students were stimulated to use English more positively because they had already learned the content from previous art-related activities. Third, the study was more effective with low level students. There was a meaningful improvement in the low level students\' English listening, reading abilities. There were no meaningful differences in the cognitive test results for the students\' gender; however, content-based art instruction was meaningful for the girls\' parts. In conclusion, the current study increased the listening and reading abilities of the students and had a positive impact on the English class. Moreover, content-based art instruction was more effective with low level students because they were able to study English through various art-related activities.