The formal elements and principles of art are well known to art educators. Sometimes there are said to be seven of each (Gude, 2004). They were devised as pedagogic tools at the beginning of the 20th century and were used to help understand the modernist, abstract, and non-representational painting of that time. They continue to inform art education, often being used to organize K-12 curriculum. More recently, Gude (2004) has offered reconceptualized principles specifically designed to help consider today's postmodern fine art that often involves computers, collages, and installations. For example, she suggests hybridization, layering, and appropriation. In contrast to Gude's suggestions, the author proposes seven principles for examining various forms of imagery, whether they are drawn from fine art or popular culture, [whether they are] vernacular or indigenous, past or present. These principles are: (1) power; (2) ideology; (3) representation; (4) seduction; (5) gaze; (6) intertextuality; and (7) multimodality. These principles derived from the literature of visual culture offer contemporary lenses to help understand a world in which imagery has come to characterize everyday life in a historically unprecedented way. They are proposed as a way of thinking about art objects, experiences, and subsequently curriculum that acknowledge the history of imagery and the visual culture in which people now live. They are key concepts for art educators to explore in creating contemporary curriculum. (Contains 1 figure and 1 endnote.)