b'Throughout this process students drew upon their individual strengths to contribute to their groups. For example, some students worked on the text areas, while others worked on the background areas or representational details. In this way every student, regardless of their expertise with painting, was able to meaningfully contribute in co-constructing the murals. While students worked I also documented the progression of the murals and shared photographs with the campus administrators at the school where they were going to be installed. Each completed mural featured the original phrases inspired by the younger students and innovatively conveyed those phrases through a variety of compositions. Likewise, the stories told through the murals portrayed a variety of subject matter that resonated with the younger students including video games, sports, nature, and animals.Figure 3. Painting in collaborative groupings. Author Image.TRENDS 202541'