In this study, the researcher used the self-designed "Gender Stereotypes A-R-T Curriculum Program" as a tool to guide a class of fourth grade students (13 boys and 13 girls) for a period of six weeks to let them examine, reflect, criticize gender stereotypes hidden in our daily visual cultural products. The students were empowered to express or modify the concept of gender through their art works. By analyzing qualitative data, this paper aimed on exploring the students’ gender consciousness, the process of gender awareness, and the condition and influence of the implemented program. The results were as follows: 1. Students were used to interpret the text in relation to their life experiences and the dominant patriarchal socio-cultural context. 2. The teaching strategies of empathy, anti-cognitive cases, and role models did improve students' gender stereotypes deconstruction. Furthermore, they renewed their concepts of gender characteristics, family roles of housework, and career choice. 3. The strategy of "affirmative discrimination"(such as praising, presenting female perspectives in the discussion, limiting the times of each student’s speaking up in class or having a roll call) can facilitate female students sharing their gender experiences and their thought.4. The students affirmed positively that the program helped them a lot in interacting with different genders. 5. The concept of gender equality can be formed in repeated drills in daily life so as to resist the old thinking and our physical inertia.