A vibrant theory of change capable of fueling critical practice may be an indispensable feature of teaching argument in secondary education. According to the PIE model (Perception, Interpretation, Expression), layers of experience build a cognitive scaffold to support the development of critical skills. In addition, incorporating works of art and visual literacy skills stimulates perception and idea production. Thus, diverse practices may contribute to the development of argument. We respectfully disagree with the common core's limited definition of argumentation in both form and content. Instead of limiting students to one specific medium we broadened our practice to include a range of multimodal discourses.