The emergence and continued interest in the interaction between technology and art-making is a direct reflection of the digital culture in which various communities have become immersed in. There are new venues continually developing for how performance is experienced by both audience and performer alike. Digital media has changed where and when art-making can be experienced, take place, or how it is delivered to audiences across distances. Additionally, interactive systems can now encourage active participation from audience members, creating unique and unexpected dialogues with both content and performers. These new potentials for how space, time, and relationships are experienced when engaged via technology not just expand boundaries, they also provide alternate perspectives for how the ideas and meanings within works are inter-related. It is here in these new and diverse potentials for how one can experience, interpret, describe, and respond to these new forms of interdisciplinary art works where I focus my research. As a researcher and educator, I look to continually evolve with this new generation of digital culture and the students’ experiences. Creative inspiration is profoundly connected to an individual’s world experience. Technology, similar to artistic practices, continually advances and evolves to reflect the shifting values and needs of society and its culture. It is here at the intersection of technology, digital culture, and creative practice that I focus on exploring how the new generation of student is engaged in construction of identity. By exploring the potentials within curricula to evolve with new objectives and goals emerging from our interactions with technology and digital culture, we collectively (the students, audiences, and I) collaboratively forge new terrains and landscapes in innovative art-making.