The following dissertation presents a historical narrative and an arts (music, dance, and visual arts) curriculum based on the artwork of the quintessential Caribbean-American artist, Geoffrey Holder. The dissertation is a response to a reported lack of research and teaching materials on Caribbean artists. That is, arts educators at the secondary and postsecondary levels as well as art museum educators reported a lack of, and need for, curriculum and teaching materials grounded in Caribbean content and reflective of Caribbean cultural epistemologies. Through the qualitative research methodology of historiography, an historical analysis of Holder’s artwork was conducted to develop a historical narrative, and through the instructional design approach of ADDIE an arts curriculum on music, dance, and visual arts was developed. The framing of the historical narrative was based in concepts drawn from Third Space theory into conversation with creolization to form the conceptual grounding for my exploration into Caribbean epistemologies. The curriculum development is grounded in concepts of intercultural education and inclusive arts education curriculum design. The results of this dissertation confirm the research gap of teaching resources for arts educators and needed for the supplemental materials provided through this research.