Grounded in Cropley's (2001) conceptualizations of creativity, this research examines how virtual environments can be designed to foster creative cognition through the bisociation of music and poetry. It presents a case study of a simulated intercultural classroom, analyzing the pedagogical restructuring that occurs at this interdisciplinary and technological intersection. The study concludes that such integration operationalizes a transformative approach to arts education, one that equips educators to cultivate expanded forms of student efficacy and epistemic engagement.