The idea that only those students who show particular talent
 should have opportunities in art is a false concept. Psychologists
 have shown us that every child has a native capacity for developing
 the ability to express himself in art. It is true that all individuals
 will not express themselves in the same manner nor show the same
 degree of development, but each person can paint, draw or sculpt
 to some degree and all can make remarkable improvement if given
 the opportunity.


 Talent in the past has been associated with the ability to draw
 recognizably. A truer picture of the nature of talent would be found
 in the following characteristics:
 Sensitivity to color.
 Capacity for rhythmic arrangement.
 Imaginative use of ideas and materials.
 Freedom of execution.
 Ability to react intensely to experiences
 which result in vitality of expression.
 Ability to visualize form.
 Some people have a keen insight into one of more of these attributes,
 but may be lacking in others. Few people possess them all. How-
 ever, it must be remembered that all persons have a capacity for
 making improvement in each of these abilities.




FION. Another way of improving the educational process is to make art an integ-
the school program.



 o Through integration relationships are achieved which make
 learning more meaningful. We must realize that integration is a
 more thorough and vital concept than correlation. Integration is
 something that takes place within children while correlation may
 be the relating of subjects only. Integration relates all of a child's
 experiences in and out of school including those found in
 subject areas. It is centered upon the intense and vital thoughts and
 feelings of children.


 There are many ways in which art can be integrated into the
 life of a child. The good teacher will be alert to these opoprtunities.
 Following is an example: