The purpose of this thesis is to explore metaphor and narrative as links between visual culture and the teaching of fine arts. The topic is worth exploring because of the educational role of art in students’ personal and social development, both within the visual arts in the cultural aspect. The problem from which this research started is that in the Arts Education curriculum (MSES, 2006) does not mention metaphor and narrative in the teaching of fine arts, nor does it mention engaging in creativity. The notion of popular visual culture has changed through the generations. Another problem that is present when performing visual tasks and, in general, when expressing art outside the teaching of fine arts, is the patterns that students use mainly to facilitate the visual interpretation. The goal was to encourage the creative process of students, using metaphor and narrative as methods of better understanding and building personal artistic expression, and encouraging students' creativity in the teaching of fine arts. The goal was also to distance students from using patterns in art expression. The research results will answer the following questions: Where does the metaphor in popular visual culture come from? Where does the narrative come from in popular visual culture? How can the use of metaphor and narrative in visual culture be applied to stimulating creativity in the teaching of fine arts? This research was conducted in three action steps. The first step was carried out outside the classroom through a review of student works from fifth to eighth grade, while the other two steps were carried out through four teaching hours in eighth grade in a primary school during art classes. In the second action step, students introduced into the mode of expression through metaphor and narrative, and in the third action step, they should have solved the default problem, also by using metaphor and narrative, and and visualize it in their artistic work. This expectation was met during the second and the third action steps, although in the second one the metaphor was predominantly presented through patterns. The following expectation consisted in students recognizing the patterns and avoiding them in the further artistic work, which was fully realized in the third action step, while the results in the second action step showed that the students used patterns in order to find easier solutions and avoid what was unfamiliar to them. The progress of students' personal development in designing and arranging original ideas i.e. creativity was also expected. This progress was made, patterns were avoided, and metaphor and narrative were used satisfactorily.