b'Collaborative ProcessThe implementation process was a collaborative effort that engaged multiple disciplines across our campus. When designing the process, we sought to funnel the steps through a continued attitude of questioning and range of perspectives which inflected with and informed each other (Charman & Ross, 2004, p. 40). A general diagram of the nomenclature and flow is located in Figure 3. It began with students in Audio Visual/Tech (AV/Tech) classes who were tasked with themed prompts designed to capture the essence of visual storytelling. These prompts guided students as they demonstrated mastery of photography concepts, laying the visual foundation for the interpretive journey that would unfold.Building upon this foundation, eighth grade English Language Arts (ELA) students gallery-walked the photographs provided by the AV/Tech students, selecting one image each, and wrote a story that resonated with the captured photos. Their creative writing pieces served as the written literacy bridge that would later inspire and inform the artistic interpretations in our show. In Art 1 classes, students took the written narratives and translated them into captivating artworks, exploring the fusion of language and visual expression. In reading and selecting the narratives, they employed a multitude of annotation and analysis strategies. This phase of the process allowed students to practice the nuances of storytelling and comprehension through visual mediums, infusing their artworks with personal interpretation and creative flair, while honing essential ELA skills.This continued in Art 2 classes, where students selected an Art 1 artwork along with its accompanying writing through a similar process. They were tasked with reimagining these pieces into new artistic renditions, adding layers of creativity and interpretation to the narratives embedded within while honoring the voices and choices of the students before them in the interpretive pathway.16TRENDS 2025'