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Page 5.

3. Knowledge of eminent artists of one's own group 
Pride in the historical achievements of Negro and Spanish speaking artists. Too little is known of such artists and a sense of having no racial art heritage results. Exhibits and visual material in this area are important; original works, prints, slides, films, literature should be made available. (sources are available. 

Also, in the context of this area, it is urgently essential that study be directed toward the traditional art of the ancestral African;Benin art, Yoruba, Ivory coast, Congo, Ashanti, Mendi. In like manner the Pre-Columbian art of American should be brought into the program; Mayan, Aztec, Toltec, Peruvian and other art cultures. Ancient artistic triumphs of Africa and Latin America are as important as those of Greece and Rome. They should all be equally assessed: (visits to museums, private collections - other). 

4. Peer- group attitudes

There is need for mutual respect for the creative works of the various ethnic or racial groups in the program. Prejudicial attitudes, whether racial or artistic, should not be tolerated within the group. The recognition of differences and an understanding of them should be developed. This is where the teacher should also function in helping in this regard. 

Parental Attitudes
5. Often the parent(s) is indifferent, even hostile to the "art" efforts of the child. Lacking interest or understanding by the parents, the child may feel like a cultural "out-cast" at home. Frequent visits to the classes by parents will help. Better still, arrange for the parent to actually participate in some of the art projects, along with youngster, side by side. Get the parent involved; give him (her) a sense of his own worth, even in art. 

6. Socio-Economic Problems
These are a major part of the entire difficulty. Young people are aware of the discrepancies in social privileges. They are also cognizant of material possession - or the lack of it. While art cannot correct all this, it can serve to "equalize" young people, in a creative sense. It raises or lowers them to the same expressive level since they are all concerned with developing their inherent human potential. Perhaps the Negro or Mexican boy or girl who returns to a barren home, to an artless ghetto environment, to a racially