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. It may be seen, for example, as the process of drawing on the arts of many cultures or as the provision of an art curriculum which takes into account the ethnic diversity of a school population. The latter view suggests that schools which do not have ethnic diversity need not pay much attention to multicultural art. There is also confusion between the more general concept of multiculturalism seen as a component of the school’s equal-opportunities policy and the provision of an arts curriculum which includes content from other cultures. The primary arts curriculum may derive part of its rationale and aims from the school’s policy statement concerning equal opportunities and multicultural education.
