Over the past few years, art educators (Cooper et al., 2018; Grodoski, 2018; Taylor, 2017) have begun to embrace data visualization for curricular purposes. In this article, the authors make a case for the inclusion of data visualizations in K-12 art curricula and illustrate a curriculum that focused on introductory data visualization concepts and processes. This curriculum was implemented in an urban-emergent (Milner, 2012) elementary art classroom. This argument is prefaced by defining data visualizations further and briefly introducing how data visualizations have emerged in contemporary art practice.