This study seeks to provide an analysis framework for critical learning by analysing the narrative structure of race, culture and identity that is reproduced in the film ‘Rabbit-Proof Fence’, and exploring methods of multicultural art education utilizing visual culture. For this purpose, the characters, narrative, scene and dialogue of the film were analyzed with a focus on semiotics. Based on the results, an analysis was conducted of multicultural aspects found in the visual characteristics of the film. Then, we discussed the social significance of the symbols as a formative aspect and the critical framework of visual culture, to propose a lesson activity for multicultural art education. The film ‘Rabbit-Proof Fence’ is a narrative about the resistance of girls who are faced with white supremacy and oppression, and analysing the narrative structure and formative language of this visual culture embeds possibilities for not only art education, but also understanding multiculturalism. On the premise that visual culture can be a medium to understand multicultural society and to change misconceptions and stereotypes, this study analyses the narrative and ideology inherent in the film and seeks to draw art educational implications from its ‘observations of emotion’. This study is significant as foundational research for the pragmatic teaching and learning practice of multicultural education through art lessons in the future.