Two eleven-year-old boys face a bulletin board, arranging silver thumbtacks into shapes of fighter planes. The boys' play revolves around the action video game, its language, strategies, heroes, villains, obstacles, and continual updates. As an after-school art teacher and student-teacher supervisor, the contact the author has with young artists exposes her to the screenager culture. The author observes youth freely telling stories and acting out violent scenarios that appropriate the composition, language, and narrative aspects of video games. Their art making is in sharp contrast to traditional school art, where the teacher's cautious aesthetic, the template for art production, is fabricated, uniform, and removed. As the teacher in an after-school drawing club, with the opportunity for spontaneous, non-adult-directed drawing, she observes drawing that is violent physicality in narrative--a fantastical, repulsive, aggressive imagery heavily influenced by images promoted through electronic media that permeates the language, drawings, and narratives of the youth. Observing the boys' extreme preoccupation with violence motivated her to pursue a qualitative study where as teacher and researcher she would reflect on the authentic art making of postmodern youth through her historical position as a boomer-generation art teacher. While she feels isolated from the lure of the video game, she does share with the youth some cultural memory and the crush of consumerism. (Contains 22 notes.)