b'Conclusion and Forward - thinkingSend us students who can really, deeply think are the words bestowed upon us recently by the high school educators in our district. While we cant answer, solve, or even comprehend some of the issues plaguing art education, we can confidently assert that weve unlocked a new level of critical thinking and visual literacy in our students through the implementation of this unit and exhibit. Each artwork became a window into the diverse perspectives, experiences, and emotions of the students, showcasing a rich tapestry of narratives that resonated with audiences.Thinking forward to next year, we intend to implement the following changes and/or expansions:Implement deeper interpretation using the specific VTS questions from Housens (2001) study for increased critical thinking skills and content transfer. Expand the process to include other campuses and grade levels within the district. Provide the opportunity for performing arts students to participate. Refine the community participation prompt to increase the number of non-student interpretationssubmitted through the exhibition process. Build in opportunities for developing art career skills in the Art 1 and 2 classes through student-led interviews and cross-grade level critiques.This mutual exchange of creativity and expression not only showcased the transformative power of collaborative learning, but also underscored the vital role of the visual arts in fostering empathy, understanding, and shared narratives among students and community members alike.ReferencesCharman, H. and Ross, M. (August 2004). Contemporary Art and the Role of Interpretation. Tate Papers, 2. Retrieved from: https://www.tate.org.uk/research/tate-papers/02/contemporary-art- and-the- role-of-interpretationHousen, A.C. (2001). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal,18(1), 99-131. TRENDS 202523'