The purpose of this study was to develop and analyze the incorporation of Traditional Chinese Art Education (TCAE) and Discipline-based Art Education (DBAE) as well as to assess the efficacy of incorporating theories and methods in the context of a museum setting. Three products were obtained: (a) a pedagogy of incorporating traditional Chinese art education and Discipline-based Art Education in the context of a museum setting was developed, (b) the process of translating the incorporated theories into practice resulted in the development of a Self-Tour Guide Handbook, and (c) the efficacy of incorporating these theories into a new pedagogy in the context of a museum setting was assessed. Two middle school classes were selected to assess the efficacy of the new pedagogy. The treatments were an art making lesson and a museum self-guided tour. Pretest and posttest were used to assess students' cognitive learning and affective learning. Pre-intervention and post-intervention were compared to examine changes in the way students perceived Chinese art and to collect evidence of the students using the DBAE four disciplines. A teacher's survey was conducted to evaluate the Self-Tour Guide Handbook. A t-test was conducted and it was found that there is a significant difference between students' pretest and posttest scores. The results showed that the integrative pedagogy is effective in stimulating student cognitive learning. The assessment of students' affective learning indicated that most students enjoyed the self-guided museum tour and would like to visit the museum again. From the comparison of pre-intervention and post-intervention, it was found that students were practicing the DBAE four disciplines after receiving the treatment. The result of the teacher's survey indicated that the Self-Tour Guide Handbook was informative, helpful, and easy to use. The results in this study shows that the incorporation of traditional Chinese art education and discipline-based art education is practical and effective in a museum setting.