Although research emphasizes the importance of reflection for productive learning, much of this work has focused on writing as the preferred mode. The goal of this study was to examine how two adolescent composers reflected on their multimodal visions and processes through multimodal means—in particular, how the students remixed research‐provided screen capture video, class observation video, and their multimodal products to each create a composer's cut video reflection. A multimodal matrix analytic approach was employed by integrating analyses of students’ composing processes, products, and perspectives to derive themes. Findings revealed that the students uniquely remixed modes and media to create their composer's cut videos. They leveraged the affordances of video, image, text, and sound to represent their creative process and artistic identities. Students gained new insights into their process and who they were as multimodal designers and recommended composer's cut as a useful tool for personal reflection and social media sharing.