|Abstract||"To develop a complex mind, study the science of art, study the art of science, learn how to see."
Leonardo da Vinci. Commonalities shared by the disciplines of art and science and rewards to be gained from collaboration between the subjects, have been identified and presented by academics from wide ranging backgrounds, including Dewey, Bohm, Bronowski, Eisner, Deckert, Wenham, Kemp, Caranfa, Slattery and Langerock. This article attempts to collate and present the spectrum of their beliefs in support of this theory and justifies the application of these views upon primary school curricula. Informed by their opinions, we developed an experimental and innovative teaching programme aimed at synchronising the integration of art and science. In a field study entitled Flights of Imagination: Synchronised integration of Art and Science in the Primary Curriculum, we tested the teaching programme, uniting creative, artistic education with children's learning of science. This pushed the boundaries of subject integration to the extent where art and science were so tightly interconnected within individual lessons that the concept of joint learning outcomes (JLOs) could be tested, thereby synchronising the subjects. Four dynamic primary school teachers embraced the challenge to deliver the programme, to their pupils ranging in age from 8-10 years. A sample of the results is presented here (author abstract)|