b'Art 3 students took the reinterpretation process further by selecting an Art 2 artwork and its corresponding writing and Art 1 piece, breathing new life into these creations and showcasing the continuum of creative exploration that defined our Interpretive Arts Show. We did not want the photos to muddy other visual interpretations, so they were revealed only after our artists completed their artworks in the interpretive pathway. Astheinterpretiveartworkstookshape, Art3studentsassumedtheroleofcurators, overseeing the entire campus exhibit. Students were grouped and challenged to create proposals to communicate their visions for the show. After all groups presented their proposals in class, the resulting exhibition became a collage of the best ideas from each team. This curatorial leadership fostered organizational skills and provided insight into art careers. It also nurtured a sense of ownership and pride among the students, showcasing their abilities to lead and collaborateeffectively.Throughout this process, choice played a pivotal role, empowering students to tell stories that held personal significance in various mediums, combining both written and visual literacy. This fostered a classroom culture where students voices were valued and celebrated through their artistic expressions. Additionally, the delineation between response and interpretation was cornerstone to the process, as explained by Charman and Ross (2004, p. 18),Responsesareinformedbytheconnotationalbaggagebroughtbyaviewertoan artworkIt is about the connections a viewer brings to their reading from their experience of the worldAn interpretation of an artwork is constituted through a process of looking which takes into account a range of perspectives for thinking about the work beyond the personal.While both are essential, it was the choices and reflections made through the ongoing looking that allowed students to engage fully in the interpretive storytelling process.TRENDS 202517'