After the 1997 transfer, it is realized that Chinese language has become a sensitive subject due to its cultural significance and political symbolization. One of the most important responsibilities for the post-1997 Hong Kong government is to make both Chinese language and Information Technology (IT) become new initiatives for vitalizing Hong Kong's education system. It is suggested that the Hong Kong government should continue to strengthen resources and technical support in promoting computer assisted learning in school (Report on Review of 9-year Compulsory Education, 1997, Hong Kong, pp.110, 124). The ratio of students to computers is going to be pushed closer one-to-one for maximum use in primary schools. In Hong Kong too, the Arts curriculum stays relatively flexible that allows primary and secondary school teachers to choose content and structure for professional purposes. A development in information technology provision in education recent years has been the constant challenges for the traditional classroom presentation. However, a problem that is being faced by educators is the application of appropriate strategies to support both with respect to hardware and software related to teaching. In order to further enhancing technology teaching, there is also a need for teachers to make judgement to accommodate new approaches for their individual instructional design. Traditional method processed in static, linear and disparate design model do not adequate for multimedia programs. Yet multimedia teaching with a focus on affective and cognitive approaches has been the subject of very little research. Both researchers and educators have to face a situation of very limited multi-disciplined nature teaching references. The project has been descriptive of the issues that have arisen in the Hong Kong context: 1. How to effectively use multimedia in cultivating interdisciplinary and transdisciplinary curriculum across Art, music and Chinese poetry? 2. How to reshape the