New York City has a history rooted in art activism, yet many children growing up in New York City are unaware of the rich activist history surrounding them and may not be equipped with the tools to continue the practice of evoking social change. As an artist educator working with children aged five to ten years old in NYC, pre-pandemic, I was interested in the ways that socially engaged, unsanctioned art can used to inform arts pedagogy for children and support children’s agentic abilities as change-makers. However, the Covid-19 pandemic guided my PhD research into new directions, leading me to explore virtual ways of engaging children in socially-engaged art making as a means of encouraging their agency. This study follows eight children as they engaged in facilitated dialogue during virtual art workshops and explored strategies and tactics—informed by the work of socially-engaged artists—for evoking social change.