The power of images to convince, impact, illuminate, and provide long-lasting reminders of events underscores the significance of contemporary images to art education (Green, 1999). Incorporating such imagery into curriculum can, however, be a daunting enterprise. Relevant and compelling on the one hand, on the other, the undertaking can be overwhelming and even controversial. In this article, a three-step process for the utilization of contemporary images related to violence is presented. These steps are: (1) the organization of imagery into comprehensible components; (2) a research methodology for reading images; and (3) an activist plan that employs art production to address the issues raised by the images. This discussion will exemplify the significance of images within society and suggest the importance that such content can have within art education curriculum. (Contains 1 note.)