As antiracist and antibias education becomes more popular, many educators are now teaching more "diverse" artists in their curriculum. However, educators who strive for conscientization and social justice through their pedagogy must go beyond merely diversifying the artists being taught (Acuff, 2018). Educators must put lesson planning, classroom culture, and teaching style all in service of one core goal: to transform classrooms into liberatory spaces where students are supported in recognizing, processing, and challenging systems of oppression (racism, colorism, heterosexism, abusive capitalism, settler colonialism, and cultural hegemony). In this article the author provides examples of lessons taught in her classroom. Each lesson provides opportunities for young people to reflect critically on their lives and their world. Over time, students sharpen their critical lens and create more and more complex, conceptual artwork. This culminates in a final project in which students have a great deal of freedom regarding their technique, materials, or media--constrained only by the thematic focus: identity.