ABSTRACT
This chapter focuses on thematic analyses of student and teacher interviews, field notes, the videos children made, and their attendant writing. It provides an analysis of something quite different: a set of blooper reels children included in two videos. The chapter analyzes the blooper reels, some of which are as long as the children's videos themselves, in order to understand the functions they served in the videos and to child composers. It contributes to work on children's voices and pleasure, and helps us think about the long history of versions of child-centered curricula in existence; it is linked to final arguments about the benefits of desire-based curriculum for children and teachers. An autobiography is an obvious beginning-of-the-year assignment, especially in a constructivist school where children were meant to learn by learning about themselves and their worlds. Teachers can learn about their students; sometimes they have to tread carefully around issues students would like not to mention.
