This article examines visual culture created by secondary students as part of a larger research study that investigates how youth understand and mediate body knowledge. During a six-month period students created a number of visual artworks, using a diversity of material explorations as a means to think through the body as a process of exchange and as a bodied encounter. Two student artworks are explored--a mail art piece and an intervention-based performance work--through the perspective of relational aesthetics. Explorations attend to the nature of the gift and the practice of giving, examining the ways in which bodies and knowledges are produced through such encounters. Pedagogical implications will reconsider what it means to give and create meaning that is relational and corporeal. The author argues that corporeal pedagogy "becomes directive and performative in that it is not merely about deconstructing texts but about situating politics itself within a broader set of relations that addresses what it might mean to create modes of individual and social agency that enable rather than shut down democratic values, practices, and forms of sociality" (Giroux 2005). Pedagogy then becomes a means of imag(e)ining new forms of civic engagement constituted with, in, and through the body. (Contains 7 notes.)