The purpose of this dissertation is to describe teaching strategies with potential to provide inner city minority group students with success experiences in selected areas of art production. Teaching strategies relevant to problems, strengths, and needs of these youngsters in relation to achievement in school are identified, devised, and described within a framework of conditions typical in many inner city high schools. A curriculum combining affective and cognitive components is suggested. Activities incorporating aspects of visual and tactile perception are described, along with techniques designed to increase language ability. A sequence of art experiences, beginning with concrete elements and leading from basic skills to more complex development is outlined. Provision is made to assist students with varying degrees of ability to reach a level of competence, or better, in each activity. Sample lesson plans illustrate the manner in which the suggested strategies may function in the classroom. Essential to this study is the view that art may serve as an instrument to assist youngsters to build increased self confidence and enhanced self image through providing objective evidence of competence in selected areas of art production. The described teaching strategies are designed to help accomplish this aim. (Author/AM)