The contribution discusses what interdisciplinary approach in Visual Arts Education can reveal about deeply encoded dispositions of the integrated subjects. It presents results of a small-scale research done as a part of project Creative Connections (http://creativeconnexions.eu) focused on Arts-Citizenship education, in this specific case conducted in a bilingual school. It interprets tensions which emerged in the process of meaning making, during which young students were studying visual agents impacting communal life. The paper presents a grounded consideration of attempts to teach critical thinking through visual media and to facilitate student´s elaborating their sense of belonging to a community. These considerations are related to wider analyses of conceptions, which dispose and constitute subject integration of Visual Arts Education and second language. Elaboration of the core concepts of these analyses offer insight not only on the intentions delineating the subject of Visual Arts Education, but it also suggests consequences for these subjects which take creativity and critical thinking into consideration.