The scope of this study is confined to digital art in higher education. Combining the social media Facebook and the theory of Distributed Constructionism, this study refers to the FTC (Form, Theme, and Context) visual arts review model as guidance towards the digital art creation process. The study places emphases on both theoretical inquiry and creative practice, shaping an innovative learning style featuring knowledge sharing, deliberation, and co-construction in digital art. Based on content analysis, the knowledge construction code is established through Interaction Analysis Model (IAM) to analyze interactive discussions in Facebook peer learning communities and its level of influences upon knowledge construction. The results indicate that the application of FTC schema in digital art curriculum design and its construction in the Facebook peer learning communities can help stimulate interaction among student groups, encouraging enthusiastic expression of creativity and innovative thinking, consequently creating relevance among collective development of forms, pluralistic dialogue in themes, and context centered critical thinking. It is concluded that effective integration of theoretical inquiry and creative practice in the cooperative learning process are the main factors that promote a higher level of knowledge construction. Based on the study, this paper provides suggestions on digital art education that integrates Facebook community and the study also raises associated issues for future research references.