Im today\'s artworld there are numerous intertextual connections between culture and contemporary artwork. The purpose of this study is to establish a foundational understanding of Visual Culture to be introduced into the primary school art curriculum. Through the history of Visual Culture, European neo-Marxist theory, particularly the work of critical theory of the Frankfurt School, Birmingham center for contemporay cultural studies, and new art historians, we know that VCE is the social approach of visual art. Based upon these, school curriculum has been established and developed. And the major characteristics of Visual pedagogy is desirable interactiv and intertexture forms. This paper begins with an assumption: the goals, the content, and the practices of VCE should be drawn from the social approach of visual works and texts. Based upon the work of Freedman, who presented the foundation of teaching visual culture: Reconceptualizing the field, Meaningful aesthetics, Social perspective, Interactive cognition, Culture response, Interdisciplinay interpretation, Technological experience, Constructive critique. I present the analysis frame of visual culture teaching program. The discipline of visual culture reflects a general tendency to reject the conventional art historical study of a canon of aesthetic masterpieces. Visual culture replaces masterpieces and the canon with a vast range of visual objects and events that are studied in light of their meaning and social significance rather than their aesthetic value. In conclusion, VCE in especially in the elementary school do not change from the past of art education. So teachers needed various cultural experiences and knowledge to develop concepts needed understanding of visual culture contexts around daily life. Also it needed systemic supports and theoretical and practical studies of visual culture.