The study aims to explore the meaning of narrative curriculum. The narrative curriculum planning template proposed by Lauritzen and Jaeger in 1997 is also employed to understand how students get the integrating learning in art and humanity discipline through stories and how teachers transform teaching in the process of practice. After the practice and analysis of the study, at last, we find the narrative curriculum mediated by stories is helpful for students actively committed to learning context, and also triggering to explore the maps and possibilities of environmental art, then to act. Finally, based the researcher's examine the process finds the transforms and practices in curriculum and teaching are the dialect between the theories and practices.