THERE ARE CULTURAL DIFFERENCES IN THE CHILDREN OF THE ECONOMICALLY DEPRIVED IN THE UNITED STATES. ART EDUCATION CAN HELP THESE CHILDREN DEAL WITH THEIR ENVIRONMENT. EXAMPLES OF ETHNIC DIVERSITY ARE GIVEN IN REPORTS ON THE CHARACTERISTICS OF SPANISH SPEAKING PEOPLE (MEXICAN-AMERICANS, PUERTO RICANS, AND FILIPINOS), NEGROES, AND AMERICAN INDIANS. EACH OF THESE SEGMENTS OF THE POPULATION HAS CERTAIN TRAITS WHICH WOULD BE NOTICEABLE IN THE ARTISTIC VALUES AND PREDILECTIONS OF THEIR CHILDREN. ART EDUCATORS SHOULD LEARN ABOUT THE VARYING CULTURAL FACTORS AND HOW TO ACCOMMODATE THEM IN THE ART CURRICULUM. AN EXAMPLE WOULD BE THE FUTILITY OF TRYING TO TEACH A SPANISH CHILD TO CONFORM TO AMERICAN STANDARDS OF SUBDUED, MIXED COLORS WHEN HIS ARTISTIC HERITAGE DEMANDS THE BRILLIANT USE OF FULL INTENSITY COLORS. SUGGESTIONS FOR IMPROVING ART EDUCATION FOR DEPRIVED CHILDREN ARE GIVEN. ART TEACHERS SHOULD HELP THE CHILDREN MAINTAIN THEIR PAST CULTURE AND CREATE ART WORK THAT HAS PERSONAL MEANING. CHILDREN SHOULD BE HELPED TO IMPROVE THEIR ENVIRONMENTS NOT ONLY THROUGH AESTHETIC AND CULTURAL MEANS. BUT ALSO THROUGH ORDER, CLEANLINESS, AND GOOD SANITATION PRACTICES. DEVELOPMENT OF CREATIVE ABILITIES WOULD PROVIDE CONSTRUCTIVE NEW WAYS FOR THESE CHILDREN TO BREAK OUT OF THE LIMITATIONS IMPOSED ON THEM, WAYS IN WHICH TO SEEK OUT REMOTE POSSIBILITIES, NEW WAYS TO SEE THEIR PRESENT SITUATION, AND WAYS TO TOLERATE A GREAT DEAL OF FAILURE AS A MEANS OF FINDING A WORKABLE OUTLET FOR THEIR ABILITIES. THE TEACHER SHOULD UNDERSTAND AND RESPECT THE ART INFLUENCE IN THE CHILDRENS' BACKGROUNDS TO HELP THEM DEVELOP A SENSE OF INDIVIDUAL WORTH. THE CHILDREN SHOULD BE MADE INCREASINGLY INDEPENDENT FROM MASS MEDIA SO THAT THE DISTORTIONS OF CERTAIN ADVERTISING DIRECTED TOWARD THE AFFLUENT SOCIETY DO NOT MAKE THEM FEEL MORE REJECTED AND DEPRIVED.