The main purpose of this thesis is to improve critical thinking about the visual information in pupils’ everyday environment. Due to the constant development of technology and its use in the visual culture, the process of education should be focused on constant critical assessment of the visual content which pupils consume in their free time. This thesis points to the problem of unconscious shaping of pupils’ personalities under the impact of mass media. It also suggests some positive sides to the usage of mass media in the educational process. The main goal of this thesis is to give an overview of the possibilities for the development of critical thinking about certain media (social networks, advertising content, YouTube videos) which pupils encounter on a daily basis with the help of various creative tasks in the school subject of Art. A survey was conducted as part of an action research study. The survey offered an insight into pupils’ interests and attitudes. Because of this, the learning process was personalized and the learning content was made more relevant to pupils. After these alterations to the learning process and content and the introduction of new media, pupils became more focused on the analysis and observation of specific visual information with critical distance, bringing conclusions about its quality, purpose, subliminal messages, impact on the viewer and similar positive and negative aspects. The results of this research study answer the following questions: - How do pupils read visual information and in which way do they consume the media content? - How can critical thinking about the dominant contemporary media be improved with the help of the school subject of Art? - Which results can be seen when we compare the initial attitudes of pupils and those they formed after they had been exposed to art education focused on the development of critical thinking about the dominant visual mass culture? The results of this study offer an insight into critical attitudes about the visual information which pupils encounter on an everyday basis. The results also point to the absolute necessity of the inclusion of visual content in the process of formal education for the sake of one’s general knowledge. Another outcome of this thesis is the improvement in the quality of visual thinking and visual expression.