The articles that recorded multicultural art lessons in the US P-12 classrooms in School Arts during the past decade revealed the condition of US multicultural art education from three aspects. First, the teachers’ interest in multiculturalism has been stable in the past decade. Second, the lessons covered multiple cultures unequally. Among pluralistic US cultures, Native American culture was favored while Asian-American, Arab-American, and Muslim-American cultures were neglected. Among global cultures, Mexican and African cultures were represented most often. Only 12.4% of world countries were represented. Third, most multicultural art projects were stereotyped, though some innovative projects emerged. Many art teachers selected cultural content to teach based on classroom population and local culture. The art teachers tended to teach the meanings of US ethnic cultures better than global cultures. The alteration of cultural materials and techniques caused the loss or change of cultural meanings.

The articles that recorded multicultural art lessons in the US P-12 classrooms in School Arts during the past decade revealed the condition of US multicultural art education from three aspects. First, the teachers’ interest in multiculturalism has been stable in the past decade. Second, the lessons covered multiple cultures unequally. Among pluralistic US cultures, Native American culture was favored while Asian-American, Arab-American, and Muslim-American cultures were neglected. Among global cultures, Mexican and African cultures were represented most often. Only 12.4% of world countries were represented. Third, most multicultural art projects were stereotyped, though some innovative projects emerged. Many art teachers selected cultural content to teach based on classroom population and local culture. The art teachers tended to teach the meanings of US ethnic cultures better than global cultures. The alteration of cultural materials and techniques caused the loss or change of cultural meanings.