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For this project, you will produce a video related to one of your other classes. You will receive credit for the Video Production class based on the rubric. Whether you receive credit for your other class is entirely up to the instructor for that class.
Your instructor might require that you complete steps in addition to those required for this class.
Project goal: To produce an intercurricular video that addresses learning objectives for both Video Production and your other chosen class.
Rubric for script
Rubric for shot list or storyboard
A shot list or storyboard is optional for this project unless indicated otherwise by the teacher. The rubric below can be used as a guide regardless.
Rubric for video
Learning objectives: By the end of this activity, you will be able to:
Note that for this activity, other learning objects apply for your other class. Please communicate with the cooperating instructor regarding their learning objectives for you.
1: Empowered Learner
Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
Students build networks and customize their learning environments in ways that support the learning process.
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
2: Digital Citizen
Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
3: Knowledge Constructor
Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
4: Innovative Designer
Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
Students develop, test and refine prototypes as part of a cyclical design process.
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5: Computational Thinker
Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
6: Creative Communicator
Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Students create original works or responsibly repurpose or remix digital resources into new creations.
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
Students publish or present content that customizes the message and medium for their intended audiences.
7: Global Collaborator
Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.
Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.
Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.
This is an individual project, but you are encouraged to help each other with recording.
If you have an idea for an intercurricular video, speak with your instructor for the other class and get their input. You should ask if you can get any credit for your video, and if they have any suggestions regarding how to treat your subject.
When you have decided on a subject for your video, please complete a proposal form. This will be signed by both instructors and yourself.
From this point on, all the steps are for Video Production credit. Please see the rubric for details. The rubric is also for Video Production only. Your other instructor may give you additional steps or requirements for credit for their class.
If you haven't done so already, create a folder for this project. All your media and all your files for this project, including your Premiere Pro project file, will go in this folder.
Write your script. Remember to use proper script format! The length of your video will depend largely on your subject, but generally it should be at least two minutes long. If you're doing a condensed format such as a PSA, it might be shorter, and if you're doing an expository type video, it would almost certainly be longer.
Even if you already have some or all the media for your video (i.e., pictures, video clips, audio files), you still need to write a script.
Create your storyboard OR shot list. See the rubric for details.
Make your video! Record or collect all your media and keep it in your project folder.
Import all your media into Premiere Pro and start editing your videol
When you are done editing, export your video to mp4 (H.264) and turn it in on Google Classroom.
Your done! Congratulations!