This paper describes the work of a teacher at the Heartwood Dance Center, a school of dance and related arts in rural Calhoun County, West Virginia. The teacher also conducts freelance workshops in local schools of the region, where people are isolated and incomes are generally low. The extent to which children are talented is partially dependent on the environment in which they are raised. Categorizing children as being talented or untalented discourages them from exploring and challenging themselves. On the other hand, observing all children equally while creating a noncompetitive, nurturing environment helps bring them into contact with their artistic identities. Workshops at the Heartwood Dance Center include activities in music, dance, pantomime, and creative dramatics with masks and visual arts. Initial dance warmups begin with pedestrian and sports movements familiar to the children. Music is introduced and students are soon ready to explore larger movements with musical accompaniment. The warmup and dance are followed by singing songs, some of which are made up by the children or teacher. Creative dramatics with masks often liberate children from their inhibitions. Also included in this workshop are theatre games and voice exercises. Photographs and magazine articles are used for discussion and to exercise young imaginations. A picture of a hot-air balloon, for example, might launch an imaginary trip for a group of youngsters. Afterward, the children are encouraged to draw and color what they saw on their "voyage." (TES)