Believing that art teachers need specific models to change their classroom practice to include a visual culture orientation, the paper begins by reviewing many examples drawn from available literature as well as their alleged benefits. The author then describes in more depth his own teaching experience, introducing theory-informed activities undertaken as part of teacher preparation courses in the United States. Different activities are described that involve three key visual culture concepts: representation, where the author deals with stereotypes, elements like framing and point-of view, and the absence of representation on Internet image banks; aesthetic seduction where the example of Disney animated movies is explored; and the gaze in which students are asked to reflect upon how they look at a wide variety of images and what this reveals about them.