While hybridization is favored by many creators who divert the utilitarian media’s functions to create new forms of expression, little research addresses artists’ multimodal practice or young people’s informal productions as cultural capital for school. The latter rather focuses on communicating messages at the expense of the creation of forms. By analyzing these practices, we want to better understand and integrate them in the teaching of arts and language, to foster practices that are both sensitive and carriers of significant messages. Our sensory ethnography approach includes questionnaires and interviews on the creative/receptive practices of young people and artists. Our preliminary analyses show the need to link these practices, redefine creation and develop new teaching strategies that encourage hybridity/multimodality in arts and language. In this article, we present our research problem, analytical framework and methodological approach; we analyse three cases and present three artistic practices; we conclude on the importance of developing a pedagogy informed by youth’s informal learning.