b'Figure 1.Art 2 artwork from pathway F,Figure 2.Student artwork from the C pathway, interpreting the broken theme. interpreting the theme of glamourExemplars and LogisticsEssential to student understanding was the inclusion of teacher exemplars. This allowed us to trial run the process and gain a respect for the levels of critical thinking and problem solving we would be asking students to employ. We utilized a random photo generator online to create the foundation of our interpretive pathway, and then we used ChatGPT to write a creative short story about the photograph. Next, we took turns mirroring the Art 1, Art 2, and Art 3 roles of the pathway, each analyzing the writing and artworks provided and creating a unique visual interpretation. We provided these examples to students as we introduced the unit, letting them see and ask questions to better understand the flow of events.Additionally, we used a strategic nomenclature system to meticulously track each contribution. We started with six photographs, each labeled with a unique letter A-F. These were referred to as pathways (example: the A pathway). Then, we worked alongside the ELA teacher to select two writing samples per photograph. The letter of the photograph as well as a number were used to identify the writings (example: A1, A2, B1, etc.). Once our art students began creating their portions of the pathways, we selected two artworks per writing and tacked on an additional number to the nomenclature (example: A1-1, A1-2, B1-1, etc.). As such, we were able to present the branching pathway routes during the Interpretive Arts Show. We featured a total of 89 works at the exhibition.18TRENDS 2025'