The Reverse Storylines – Meeting in the Middle assignment is inspired by collaborative artistic processes such as Exquisite Corpse, combined with principles of visual narrative construction. In this assignment, pairs of students work simultaneously on opposite ends of a narrative. One starts at the beginning of a story, and the other works backward from the end, meeting in the middle to create a unified piece. This challenges students to adapt and synchronize their visual language and storyline without direct verbal communication, relying instead on visual cues and real-time adjustments.

Theoretical References: This assignment references surrealist techniques like Exquisite Corpse, where collaboration without full visibility results in surprising, cohesive works. It also connects to theories of narratology, sequential art, and communication, emphasizing storytelling through imagery and fostering creative flexibility.

Educational Relevance: The assignment promotes competencies like visual literacy, communication, adaptability, and digital proficiency. By working within a set framework (digital drawing tool), students learn to balance individual creativity with group collaboration. They must negotiate how their ideas align with their partner’s in real-time, sharpening their problem-solving and teamwork skills.

Competencies Developed: This task develops key skills in storytelling, visual communication, collaboration, and adaptability. It enhances students’ capacity to work in digital environments, which is critical in modern creative industries.

Educational Value: The assignment emphasizes process over outcome, focusing on creativity, exploration, and learning through collaboration. It encourages students to be flexible, innovative, and empathetic toward others’ ideas.

Broader Media Context: This project mirrors real-world collaborative practices in digital media, animation, and multimedia production, where individuals work together to create cohesive narratives, often across various platforms.

Connection to Everyday Life: Skills like collaboration, problem-solving, and visual communication developed in this assignment are essential for professional teamwork and creative industries, as well as in everyday interpersonal communication.

Learning Objectives: Students will learn to construct a visual narrative, collaborate effectively, and adapt to their partner’s creative input. These competencies prepare them for both artistic and professional work environments.

A1: Pair Collaboration; Storylines in Reverse
Type: Partner work.
Time Frame: 1 hour.
Materials: Digital drawing platform (Framed tool), computer/tablet, projector (optional).

Instructions:
— Pair up students
— Set a fixed number of frames (e.g., 10)
— One student starts the story from frame 1, drawing forward, while the other begins at the last frame and works backward.
— Both work simultaneously on the shared canvas until they meet in the middle.

Learning Objectives: Understand visual narrative construction, develop collaboration skills, and practice digital drawing techniques in real-time.

Assessment Criteria:
— Collaboration: Students successfully adapt to their partner’s input.
— Narrative: The storyline flows smoothly from both directions, meeting cohesively in the middle.
— Creativity: Originality and artistic quality in combining two distinct approaches.
—Adaptability: Ability to adjust to visual cues and partner’s contributions.

A2: Presentation and Reflection
Type: Group discussion.
Time Frame: 30 minutes.
Materials: Projector, digital platform.

Instructions:
— Each pair presents their finished piece to the group.
— Reflect on how the two storylines connected and discuss what challenges arose in adapting to each other’s input.
— Focus on how the narrative evolved and what changes had to be made in real-time.

Learning Objectives: Develop critical thinking, learn to articulate creative processes, and reflect on the importance of collaboration.

Assessment Criteria:
— Reflection: Insightful analysis of the process.
— Communication: Clarity and depth in discussing challenges and successes.
— Understanding of narrative flow: How well students understand the connection between their storylines.

Additional Tips for Implementation:
— Encourage students to embrace unexpected outcomes and let go of control to appreciate collaborative creativity.
— Offer examples from sequential art or surrealist techniques to inspire students before they begin.
— Use the projector option to display ongoing progress, helping students visualize the connection between their work and that of their partner.
— These tasks guide students through structured collaboration while promoting creative independence, problem-solving, and digital fluency.

— [Janna Beck & Annelise Cerchedean, FRAMED Publication]: This publication documents the FRAMED platform, designed for immersive, interactive experiences that encourage public participation. It highlights shared improvisation in a post-digital world and was part of research projects such as GrowingGifs, Framed, and &Co. The publication also includes a flipbook that acts as an analogue counterpart to the online interactive platform.

— [Scott McCloud, Understanding Comics]: This book offers a deep exploration of the theory and practice of sequential art, providing students with insight into how stories can be told through images. It is relevant to the assignment because it highlights the importance of narrative flow and visual communication.

— [The Surrealists’ Exquisite Corpse]: This collaborative drawing technique is central to the idea behind the assignment. The Surrealists used this method to create artworks without full knowledge of their collaborators’ contributions, encouraging spontaneity and unexpected outcomes—key elements in the ‘meeting in the middle’ exercise.

Kris Meeusen has been creating digital, interactive installations across the globe for 10 years. His work utilizes big data, human curiosity, and a tension between playfulness & functionality.

Janna Beck is an educator, researcher, and freelance artist/designer with a strong focus on digital media, experiential art, and collaborative projects. She has been teaching at the Royal Academy of Fine Arts for nearly 20 years, integrating technology, sound, and visual arts in her teaching and practice. Janna’s work spans across artistic research, image-making, and digital culture, often exploring the intersection of technology, performance, and narrative. With a particular interest in how digital tools foster collaboration and creativity, Janna’s practice includes experimental art and sensory experiences that open new forms of artistic expression. Her ongoing research into platforms like FRAMED reflects her commitment to innovative, interactive projects that blend creative thinking with social impact.

Author’s encouragement
This assignment offers an engaging approach to collaborative storytelling and visual experimentation. By working in pairs, students gain insight into how creative ideas can merge and develop in unexpected ways. The use of digital tools like FRAMED provides an interactive platform that blends creativity and technology, offering a unique and compelling learning experience. Teachers will find this assignment valuable for encouraging teamwork, problem-solving, and digital literacy — all crucial skills in today’s creative industries.

Prior knowledge, preparation
Teachers should familiarize themselves with the FRAMED software, which is simple and intuitive, requiring minimal setup. The preparation involves setting up the digital drawing platform and preparing the necessary technical equipment (projector, tablets). Reviewing examples of collaborative drawing or narrative techniques may also help inspire students.

No prior knowledge of the FRAMED software is required for the students, as it is very intuitive to use. However, some experience with digital drawing tools may help students achieve better results. Basic visual storytelling concepts are beneficial but not mandatory.

Accessibility
The assignment can be adapted for students with varying levels of digital drawing skills by offering scaffolds such as pre-made templates or additional time to practice with the software. For language limitations, visual instructions or simplified prompts can help guide learners with diverse backgrounds. Teachers can also adjust the number of frames or complexity of the narrative to suit different learning levels.

Additional Tools
Additional materials include projectors and other optional items such as handouts for storyboarding. Students may also use printed examples or google or props to aid in visualizing their narrative during the drawing process.