The purpose of this study was to determine (1) what effects a teacher who was helped to understand basic art ideas would have on the development of these ideas in culturally deprived 6-year-olds, as expressed in their verbal language and in their art products in clay, and (2) whether or not there would be a difference in the development of these ideas in Negro and white children and their teachers. Subjects were 110 children and four teachers. There were four groups: white control, white experimental, Negro control, and Negro experimental. Experimental teachers were instructed in four basic art criteria for visual materials: (1) what it was, (2) who did it, (3) how he did it, and (4) whether he could do it with another material. Seven sharing sessions were taped and rated. The experimental groups exceeded the control groups in verbalization on all criteria and for all sessions. The white groups exceeded the Negro groups on all sessions and on all criteria. In the clay products class, significant differences at the .01 level in favor of the last session over the first were found for the experimental groups and for the white groups; no significant difference at the .05 level was found for the control groups or the Negro groups. (DO)