Most students in America can graduate from high school without ever analyzing a piece of art. Perhaps these students will take an art history or an art appreciation course in college that may incorporate a few references to literature and history. Math or science connections will most likely remain entirely absent. Why do we treat art analysis like a skill only college-level students can conquer? Why do we use it sparingly, if at all, in instruction of core curriculum classes? How can each teacher--regardless of subject taught--use art to communicate abstract concepts? There are ways, some of them listed here, to incorporate art into lessons on any subject, and in doing so, teachers can provide their students a valuable bridge between the abstract and the concrete.