ABSTRACT
Multicultural education is not defined by a uniform set of concepts but is a kind of kaleidoscope. It changes its aspect depending upon which point of view is being considered. Similarly, there are many notions and definitions of multicultural art. Multicultural art should be part of a school’s environment and ethos rather than being ‘done’ as an isolated project, though there may be times when there is a special focus on aspects of art from other cultures. Art in primary schools takes many forms and its priority usually depends on having an informed, interested and influential member of staff. A culturally diverse curriculum is appropriate regardless of the ethnic make-up of the school. Where teachers wish to focus on cultures embraced within the school, skill and sensitivity will be reinforced by a considered and agreed school policy. Art has its own set of skills, knowledge and terms which can be taught and learned in a systematic way.
