ABSTRACT
Education in the arts has the potential for developing problem-solving and critical thinking skills, self-confidence in one's expressive abilities, communication, work ethic, an appreciation for cultural uniqueness and contributions to society, a specific literacy, and perhaps a lifelong vocation or avocation. In mainstream school classrooms, proponents of arts education link the contribution of all art forms to basic curricular goals such as problem solving, literacy, mathematics, cultural sensitivity, leadership, and neuromuscular development. Few public schools have a differentiated curriculum for artistically gifted and talented students. Students in rural areas often have limited or no opportunities for differentiated curriculum in the arts. The importance of background and personality strength, rather than only academic prowess, or even opportunity, must be considered if arts education is to be equitable.
