Despite vital professional development support through the National Art Education Association's Data Visualization Working Group and other scholars' engagement with the topic in the literature, pedagogical literature that connects contemporary data visualization methods to art teaching practices is limited. While acknowledging that many of us have just begun to explore the potential of data visualization as a K-12 art curriculum, in this article we connect conceptualizations of data visualizations for art education practice to curriculum choices. We share our experiences and learning to offer foundational support for K-12 art educators interested in integrating data visualization into their art curriculum.