This study aims to develop and implement a media art education program for high school students to foster the artistic practice of artificial intelligence (AI) ethics and to derive educational implications by analyzing learners' experiences. To this end, a 20-session art course was conducted to cultivate AI ethical competencies in art education, sequentially organized into four stages: 'inquiry into ethical issues,' 'experimental exploration of technology,' 'critical artistic creation,' and 'social practice and reflection.' The analysis of the collected qualitative data revealed that the learners' artistic practice of AI ethics manifested in three distinct categories: 'critical awareness of the hidden dimensions of AI,' 'artistic intervention into AI systems,' and 'ethical empowerment through social practice.' Through this, learners successfully demonstrated a comprehensive set of AI ethical competencies within art education, thereby emerging as active agents who voice critical and creative perspectives on the ethical concerns of a technological society. This study holds significance as it proposes a practical art education program distinct from conventional AI ethics education. This program establishes a methodological foundation by organically integrating technological experience, appreciation and criticism, and creative production via media art that critically engages with AI technology.