The Experience

If you can just get your mind together
then come across to me.
We'll hold hands and then we'll watch the sun rise from the bottom of
the sea.
But first
Are you experienced?
Have you ever been experienced?
Well I have.
-- Jimi Hendrix

Towards the end of the first class I ever taught a student commented on what we had been doing for the last 15 weeks and said that it was pretty cool. And I flippantly responded, "Yes, that's The Peter Hawley Experience." Of course I was just playing off of the Jimi Hendrix Experience, and how was I to know he had know idea what I was referencing.

Anyway, a few days later other students were saying they were glad they had the Peter Hawley Experience. I thought they were joking, maybe even making fun of me, but no. Soon it caught on and I was even calling my own classes "the Peter Hawley experience (lower case of course.) But it stuck and even as recently as a week ago I heard from a former student who said they were glad to have the "experience."

That word- experience- is funny. It says a lot. It is active not passive. A while ago we were sitting around a faculty meeting and my colleague John Murray commented on how much he hated using the word "exercise" when giving assignments. He added that it always made him want to pull on sweat pants an do push ups- not the image you want to give to students. (Push ups, not John in sweats, a striking figure.)

I couldn't agree more and since then we have made a conscious choice to call all of our in class work- experiences rather than exercises. So my screenwriting students now have the experience of writing and presenting a logline and a pitch rather than the "exercise" of writing one.

This in short is part of what makes up The Peter Hawley Experience. I am so glad I didn't reference another song on Are You Experienced, or all my students would be suffering from "Manic Depression touching their soul."

PeterH

Improvisation

I like to joke that as a teacher I make it up as I go along. All that preparation- who needs it? If I wanted to do homework I would be a student not a teacher. I am mostly joking, but as in any joke there is a little truth to it. I prefer to think of it as being in the moment and open to the flow of the class. Like jazz musicians playing live, there is a general plan and I work within it, yet still go off on solos and come back for the big finish. It works for me, I think.

Currently I am team-teaching (a first for me) with Perry Harovas, the head of the Visual FX department, and it has been a blast. Co-teaching allows me to be both leader and observer- and I have Perry teach all the hard stuff while I sit back and watch. The class is a micro-class of four sessions geared towards opening students up to the building blocks of storytelling. Informally, I call it the attention to details class.

On Thursday I started the class and these were my only notes:

Recap- Why are we doing this?
Hustle and Flow
Sendak- Shape of Music- process
Zappa
Guitar
Fantasia

I didn't even get to Hustle and Flow- that will be saved for a later day- but those brief notes lead us into a really great 90-minute session. Briefly, for those without a syllabus, our students had read an essay by Maurice Sendak about seeing colors in music. This lead me to ask students about their own creative process. Surprise! they seemed to discover they do in fact have a process, they just hadn't called it that yet. From there we went to a brief essay by Frank Zappa about framing (placing in context) one's art.

Earlier in the day I asked Perry what he thought about me bringing my guitar to class and seeing what the students "saw" as I played. I played a minor chord- students saw generally dark, moody images- followed by a major chord- and suddenly everyone was happy. I then passed the guitar to a student who played a nice little riff using both major and minor chords. It was great- we are about to create the Flashpoint school song. All of this lead us into screening the Sorcerer's Apprentice section of Fantasia and a lively discussion about the interplay of sound and image.

We think it worked well, but only time will tell.

PeterH

Doing it Right

There was an interesting editorial in Friday's New York Times about how the University of California-Irvine botched the hiring of the dean of their new law school scheduled to open in 2009.

This was fascinating to me in many ways. 1) Planning a school 2+ years away? Come on we built Flashpoint in a little more than 100 days! It can be done. 2) What does it say to the future professors and students at that school that the boss doesn't have the integrity to stand by his own decisions. (The dean was offered the position, it was rescinded due to the deans left of center politics, then the position was re-offered.) Not a good start for the future law school if you ask me.

This brings me to our little school that does things the right way. Yesterday, the staff and faculty had a final walk through before the doors open tomorrow and we go live. When I walked into that building in April it was cement and plywood and studs on the wall. Today it looks like the nerve center of a high-tech business. It is -in a word I seldom use- awesome. It is clearly a place to do good work and make things happen.

As we walked through the halls Steven Berger, Flashpoint Special Projects Manager, came up to me and said, "This is going to be the best and most sought after film school in the country." I replied, "Unless the dumb filmmaker gets in the way."

Paula Froehle, our Academic Dean, heard this and reminded me that I was the first person she thought of when thinking about creating the film program. That made me feel very good. I think we did the right thing.

Tomorrow it's for real.

PeterH

Sentimental Education- Part 2

Flaubert's Sentimental Education (that's him to the left) is a ironic and pessimistic novel, but what would you expect from the man who wrote Madame Bovary. I would like to think I am not that dark (I am an Optimist's son after all) but there are certainly some aspects of schooling that drive me mad.

As a teacher I think I draw on all the formal learning from my youth and distill it somehow into my own approach to teaching. I would like to believe I take the best of how I was taught and leave the rest behind. The following are some general things one would find in my classes. It is up to you to decide how Draconian I am.

Attendance- Come to my class. Columbia and now Flashpoint have these serious attendance polices- X number of absences means a drop of a letter grade, more means an automatic F, 15 minutes late is half an absence. (Fourteen minutes late is OK I guess?) I don't get it and don't care. One of the appeals of going to college for me was that I didn't have to go to class if I didn't want to. Just show up to my class on time and everything's cool.

Tests- I don't like them. I prefer oral exams and practical tests- show me you know how to do it. In the film business rarely is there one right answer, usually there are several ways to reach the same conclusion. A standard test doesn't allow for options.

Writing- We will write a lot, tear it up and write some more. You have to be able to express yourself through the written word.

Class participation- Critical. For starters it takes the pressure off the dumb teacher to fill up the time, but more importantly, when we start having a dialog in class as opposed to me talking at you, the class is better.

Presentation- Almost all of my classes have components of students making a presentation to the rest of the class and defending their position. You can not manage in today's workplace with out being able to speak well and concisely.

As I read over these last three topics (I tend to blog in stream of consciousness) it is clear to me that developing good communication skills is a driving force behind my teaching. Being in the communication business, I guess this makes sense.

PeterH

Wearing a Lot of Hats

I am wearing a lot of different hats this week. Paula Froehle, the Flashpoint Dean, is shooting a short film and Jim and I are shooting a "making of..." documentary to be used as a teaching tool. We have shot off and on for the last couple of weeks as Paula and her crew have been in pre-production. This week it is all production.

Paula's film, The Collector- based on a short story by Jonathan Lethem, will be finished by September 17- the first day of classes. The Collector and our "making of..." companion piece will be screened on that first day of class to illustrate the collaborative nature of all four Flashpoint disciplines. There is a lot of work ahead of us.

Jim and I are shooting with the same gear as my students will use, so not only do I get a practical lesson on workflow and the ins and outs of this new (HD) technology, but this process will make me a better teacher. You can never stop learning. So far I have really liked what we have shot. The future is here.

Additionally, Tuesday through Friday afternoons this week, I will have eight incoming Flashpoint students on the set and I will be teaching them "production in action." As Paula shoots, I will be working these students in with her key crew. I will be able to literally stop the production and have these students ask questions and really mix with professional filmmakers. We are using this experience as a dry run for a larger Production in Action class Flashpoint students will take in January. I will keep you posted on developments.

PeterH