Students must be taught to value not only the beauty of art, but also the meaning, elements and the history of art. Students do not naturally look at a painting and know the principles contained in it, who created it and for what purpose. Students must learn how to view and critique art in order to understand it. This understanding can come from being immersed in an environment in which art is an essential component to learning. If art is integrated throughout the curriculum, and is not relegated to half an hour per week of drawing, cutting or pasting, then students can develop a love and understanding for a variety of creative experiences involving artistic expression. An environment supportive of art development can be obtained in any classroom in which the teacher instills in the students a respect for the history, purpose and meaning of art. This doesn’t mean that all students have to be great artists capable of completing outstanding works of art themselves; rather the implication is quite the opposite. Even students who are not great artists themselves are capable of appreciating, understanding, and perceiving art on a highly cognitive level. In order for this to happen, students must experience for themselves the production of art using specific elements, principles and techniques. Once they have tried to create a particular effect, it is important to show them the work of someone who mastered the task, and allow them to critique not only their own work, but also the work of the professional artist. It is only by attempting to create a piece of their own that students will truly understand how talented some artists are. Despite the benefits of art production and criticism, an environment truly conducive to artistic development must include both art history and art aesthetics. As mentioned before, it is to provide a culturally diverse perspective in these areas.