This text presents a Vygotskian perspective on children’s and adults’ symbolic engagement in play, multi-modal meaning-making, and the arts. Psychologists, artists, and educators present research and practice in a variety of learning environments through the lens of Vygotsky’s cultural-historical theory. The connections between creative expression. learning, teaching, and development are situated in a theoretical framework that emphasizes the social origins of individual development and the arts. The authors share a view of learning as an imaginative process rooted in our common need to communicate and transform individual experience through the cultural lifelines of the arts.