Does the person become the name or does the name become the person? This question was asked by a participant of my culture jam entitled, "What's my name?" In this culture jam, I asked people to discern the name of a person based solely on their appearance and a list of possible names below their picture. This article aims to show how culture jams as part of an art education curriculum are an effective tool of "culturally" responsive teaching. I believe art education is positioned to challenge assumptions arising from mass media and visual culture because art education creates, interprets, and critiques visual images. Within the realms of mass media and visual culture, culture jams offer students an opportunity to examine and reinterpret dominant forms of culture, become active agents in the construction of knowledge, utilize cultural backgrounds, and correct misconceptions about their cultural heritage. I present my personal culture jam as an example of how conversations about racial and ethnic perception can begin through the exercise of naming. (Contains 4 endnotes.)