藝術教師需要具體模式， 才能改變原有課堂實務， 順利將視覺文化納入課 程裡，本文首先回顧了現有文獻中的多項範例，及其宣稱的優點。接著深入描 述筆者自身教學經驗， 介紹美國師資培訓課程中的幾種理論性活動。每項不同 的活動均涉及三大視覺文化概念: 再現一用以討論刻板印象、敢景與視角等要 素， 以及網路圖像資料庫中缺乏酌再現; 美學誘惑一以迪士尼動畫片為探索對 象; 以及凝視一以便讓學生思考多種影像觀看方式，以及其中揭示的意涵。

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.