b'Reflections and Discussion of Our ExperienceTheInterpretiveArtsShowexemplifiedthepotentialofcreativecollaborationand interdisciplinary learning in nurturing students artistic growth and expanding skillful storytelling. This approach enriched the educational experiencesof AV/Tech, art, and ELA students, and also forged meaningful connections within the school community and beyond. Visual storytelling in the Interpretive Arts Show became a platform for constructing cultural and community knowledge. Students drew inspiration from their culture, memories, community experiences, and societal issues, infusing their artworks with layers of meaning and significance. This process not only celebrated diverse perspectives but also sparked dialogue on shared values, traditions, and challenges within the campus community. Overall, we observed the following outcomes: Students honed studio habits of mind, embracing expression and persistence in their creative endeavors.Artworksbecamevesselsofstorytelling,showcasingdiverseperspectivesandimaginative interpretations. Interdisciplinary collaboration fostered a deeper understanding of skills while promoting a sense of community among students and educators, as well as community members.In keeping with our goals, the show nurtured self-expression, confidence, and empathy as students explored their identities, connected with others experiences, and found their voices as storytellers. This process of creative expression empowered students to navigate complexities, embrace diversity, and envision possibilities for personal and social growth. Moreover, while our Interpretive Arts Show process did not explicitly investigate the role of VTS that Housens (2001) researchstudied,wenoticedsimilartrends.HousendefinesVTSasanartviewingprogram originally designed to develop aesthetic understanding: the range of thoughts and feelings that occur when looking at art (p.99). In the VTS study, she noted that when given a structured opportunity for visual literacy, students improved their analytical reasoning, evidentiary thinking, and content transfer (Housen, 2001). Through anecdotal evidence and teacher reflection across our AV/Tech, ELA, and art classrooms, we arrived at similar conclusions as a result of student participation in the Interpretive Arts Show.Additionally, an intentional structure of productive struggle encouraged students to face challenges in their interpretation and artmaking head-on, fostering a sense of empowerment to problem-solve their way through obstacles. As they navigated the complexities of the creative process, students discovered a newfound belief in themselves, leaned on each other for support, tapped into deeper realms of imagination, and felt a compelling urge to share their experiences and work with others. This transformative journey left them with a shared sense of pride and accomplishment, having overcome challenges they once thought insurmountable. TRENDS 202521'