People are immersed in visual culture and, therefore, are usually not aware of how power and privilege are enacted and how they operate in works of art from past and present times. Two premises infuse individuals' thinking on visual culture. First, that an activity-based approach to its study seeks to recognize how power and privilege function in artworks and other forms of visual culture that they encounter. Second, that specific strategies are needed to see how the kinds of decisions teachers make and the kinds of action they take in their artrooms can either challenge or contribute to power and privilege in visual culture and to systems of power and privilege that permeate every classroom. In this article, three authors--Wanda Knight, Karen Keifer-Boyd, and Patricia Amburgy--offer some practical suggestions for promoting active examination of visual culture through the selecting, the making, and the critiquing of art.