The younger generation as the digital native is merging itself into the interactive world of computer technologies such as playing computer games and accessing popular culture apps. However, many students have little or no knowledge about interactive multimedia arts and computer programming skills needed to create such an art form. In an environment permeated with a vast amount of digital products, art education should prepare the digital native for navigating and experiencing the interactive art world of computer multimedia arts and critically examine the impact of the digital culture in terms of their meaning and value, as well as on the individual and culture as a whole (National Art Education Association, 2014). Thus, it is necessary for pre-service art teachers to learn about the computer programming of media art platforms and their usage, a process that goes beyond using pre-set objects in several available software or online media creating platforms. Drawing on the framework of computational thinking, a case study with pre-service art teachers was conducted to learn about their experiences of creating interactive media arts. The case study presented an innovative way of teaching media arts, which emphasized computer programming with Scratch, a visual coding block platform. In this article, we first described the concepts of computer programming and computational thinking and then discussed how we used these concepts to guide pre-service art teachers to create interactive media arts, specifically, computer animation to enable them to teach media arts in the future. Interactive animation created by pre-service art teachers were shared, implications and recommendations were given for teaching the interactive media arts in the future.