1993). It is the same for art, because culture makes the artist who makes the art, rather than the art that makes the artist. As an ever-growing multicultural society we have struggled to make the world work so that everyone is considered an equal. Children need to grow up understanding the different cultures around them because they will have a big impact on them for the rest of their lives. Ensuring that The Arts curriculum has a suitable multicultural influence will in turn ensure that children in the future will be better equipped to tackle this multicultural society.
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Issue 1.
The cause of this issue is the inattention and relative absence of art in the education of classroom teachers, given the significance of their potential influence on their future students. Elementary education majors who are enthusiastic about their work, quick to grasp new ideas and productive in their tutorials have explained how they have used their arts classes as a place where they could slow down and relax, (Grace, M. 2001). This attitude towards the arts has lead to its less significant place in the classroom curriculum. Time allocation also plays significance with undergraduate's attitudes towards The Arts; time spent learning about art is notably absent in university life (for those not completing their art major), (Grace, M. 2001). "It is unrealistic to expect that in one brief semester our students will become savvy in the way of teaching art-, (Grace, M. 2001). "This assumption ignores the reality of the significance of time in the development of cognition and valuing-, (Grace, M. 2001).
Art classes within schools reflect the institutional nature of schooling, (School Art), (Efland, A. 1976). It reflects limitations: particular materials, time constraints, a particular aesthetic, and the social mores and values of the school culture. Undergraduate art classes are simply an adult version of school art', which either determines the absence of art from future classrooms or ensures that school art' will be perpetuated.