THIS STUDY COVERED A PERIOD OF 8 WEEKS AND 14 SESSIONS. AN EXPERIMENTAL GROUP OF 29 5-YEAR-OLDS WAS TAUGHT BY AN EXPERIENCED EARLY CHILDHOOD AND ART EDUCATION TEACHER. A CONTROL GROUP OF 26 5-YEAR-OLDS WAS USED ONLY FOR MEASUREMENT OF NORMAL GROWTH DURING A BEGINNING AND A FINAL SESSION. THE PURPOSE OF THE STUDY WAS TO INCREASE MEANINGFUL LANGUAGE DEVELOPMENT AND AWARENESS OF CULTURALLY DEPRIVED CHILDREN TO SELECTED ART IDEAS THROUGH GUIDED PARTICIPATION. A NEW CERAMIC ART PIECE WAS SHARED WITH THE EXPERIMENTAL GROUP AT EACH OF THE 14 SESSIONS. THESE WORKS REPRESENTED A VARIETY OF IDEAS, FROM THE SIMPLE PIECES BY COLLEGE STUDENTS TO WORKS BY PROFESSIONALS AND INCLUDING 2 PIECES FROM OTHER CULTURES. CLAY FOR MODELING WAS PLACED ON THE WORK AREA IN THE BACK OF THE ROOM. QUESTIONS POSED AND DISCUSSED WERE BASED ON 4 BASIC ART IEDEAS, (1) WHAT IS IT, (2) WHO DID IT, (3) HOW DID HE DO IT, AND (4) COULD HE DO IT WITH AN ALTERNATE MATERIAL. TAPE RECORDINGS WERE MADE OF EACH SESSION. THE CHILDREN WERE RATED ON VERBALIZATION AND CLAY PRODUCTS. ON THE POST-TEST THERE WAS A SIGNIFICANT GAIN IN FAVOR OF THE CONTROL GROUP ON VERBALIZATION SCORES AND THE ABILITY TO USE CLAY. (CO)