b'Reflections and Closing ThoughtsEngagingintheprocessofplanningandco-creatingcross-generationalmurals empowered high school students to communicate the values of younger aged children in the community through visual storytelling. High school students harnessed the power of collaborative artmaking over the course of five months to create large-scale works of art representing a younger generation. They also developed a sense of pride for their collective contributions in enhancing the environment of another school within the local community. Staff and students at the school where the finished murals were installed expressed their gratitude and admiration of how their values were translated into visual stories by the high school artists. They admired the high schoolers dedication, innovation, and motivation in following through with the collaborative murals from inception to installation.Moreauthenticstudent-centeredcollaborationisneededinschoolstoday,and art education provides meaningful opportunities for community building and translating the positive outcomes of collaboration to students in ways that will carry over with them into their adult lives (Lawton, 2014). When artmaking fosters visual storytelling through collectivesocialactions,artbecomesameansforindividualstoengageinshared activitiesthatsurpasstraditionalboundariesandresonatewiththeirownexperiences (Schlemmer,2017).Creatingthecross-generationalmuralsconnectedstudentsof different ages together in the local community through the collective process of visual storytelling. Incorporating these types of collaborative opportunities into art curriculum supports choice-based student-driven outcomes that inspire sharing visual stories and communicating values through art that are important to students and the community.ReferencesHobson, T., Benavides, M., & Seay, A. M. (2020). Transformative Leadership Education Using Arts-BasedStorytelling. Journal of Leadership Education, 19(13), 75-81.Kim, C., & Miyamoto, N. (2013). Were Still Here: Community-Based Art, the Scene of Education, and the Formation of Scene. Harvard Educational Review, 83(1), 153-164.Kohn, A. (2015). Progressive education: Why its Hard to Beat, But Also Hard to Find. Bank Street Collegeof Education. Retrieved from http://educate.bankstreet.edu/progressive/2 Lawton, P. H. (2014). The role of art education in cultivating community and leadership through creativecollaboration. Visual Inquiry: Learning & Teaching in Art, 3(3), 421-436.Lawton, P. H. (2019). At the Crossroads of Intersecting Ideologies: Community-Based Art Education,Community Engagement, and Social Practice Art. Studies in Art Education, 60(3), 203-218.Schlemmer, R. H. (2017). Community arts: (Re)contextualizing the narrative of teaching and learning. ArtsEducation Policy Review, 118(1), 28-36.Synder, K.M. & Cooper, K. (2015). Innovating schools through dialogic arts-based practice: ingredients forengaging students with a whole new mind. Journal for Learning through the Arts, 11(1), 1-20.Whiteland, S. (2013). Picture Pals: An Intergenerational Service-Learning Art Project. Art Education, 66(6),20-26.TRENDS 202543'