This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9-year period. Initial findings display a range of individual responses to educational change that are both non-predictable and non-linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and external domains being informed by contextual feedback. Personal domains refer to the teachers' education, their teaching experience and their motivational energies to improve their professional status quo. External domains refer to such contextual influences as educational policies, students, colleagues and school administration. Bifurcation explains why integrated arts curriculums impact different schools and individuals in different ways. Four factors are identified to have contributed to the failure or success of integrated arts curriculum: (1) school management support, (2) individual teachers' specialized knowledge, (3) feedback that regenerates and redefines curriculum design, and (4) teacher autonomy and professional growth. A conclusion is drawn that questions the final form of Hong Kong integrated arts curriculum which retains the non-integrated features of subject specialisation and individual teaching rather than co-teaching.
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