YMS P.R.I.D.E.

Project goal: To make a video that shares the YMS P.R.I.D.E. acronym in a unique and creative way.

Rubric for shot list or storyboard

Outstanding 90-100

Shot list or storyboard:

  • includes at least 8 shots (they do not have to be 8 different shot types, but you should have a variety) and at least 3 types of camera movement*
  • uses the provided script
  • includes subject, shot type/size, and shot movement
  • includes an action or scenario for each shot as indicated on the script template

*Note that groups must include additional shots as indicated in the instructions.

Proficient 80-90

Shot list or storyboard:

  • includes at least 7 shots and at least 3 types of camera movement
  • uses the provided script
  • includes subject, shot type/size, and shot movement
  • includes an action or scenario for most shots as indicated on the script template

Basic 70-80

Shot list or storyboard:

  • includes at least 6 shots and at least 3 types of camera movement
  • uses the provided script.
  • is missing some information regarding subject, shot type/size, and shot movement.
  • includes an action or scenario for some shots as indicated on the script template

Insufficient 60-70

Shot list or storyboard:

  • includes fewer than 6 shots or 2 types of camera movement
  • does not use the provided script
  • is missing information regarding subject, shot type/size, and shot movement
  • does not include an action or scenario for each shot as indicated on the script template

Rubric for video

Outstanding 90-100

  • The video includes at least 8 camera shots and 5 types of camera movement*
  • Transitions are clear and effective
  • Audio is clear and was recorded as VO
  • Video is in mp4 format and there are at least two soundtracks
  • The video is 30-60 seconds long
  • Words for each element of the acronym are clearly visible in the video (most likely when that new element is introduced in the video)
  • The video includes a 3-second lead in and titles on each shot
  • There is an action or scenario for each shot as indicated on the script template

*Note that groups must include additional shots as indicated in the instructions.

Proficient 80-90

  • The video includes at least 7 camera shots and 4 types of camera movement
  • Transitions are clear and effective.
  • Audio is clear and was recorded as VO.
  • Video is in mp4 format.
  • The video is 25-45 seconds long.
  • The video includes a 3-second lead in and titles on each shot.
  • There is an action or scenario for most shots as indicated on the script template

Basic 70-80

  • The video includes at least 6 camera shots and 3 types of camera movement
  • Transitions are clear and effective.
  • Audio is clear and was recorded as VO.
  • Video is in mp4 format.
  • The video is 20-35 seconds long.
  • The video is missing either a 3-second lead in or titles on each shot.
  • There is an action or scenario for some shots as indicated on the script template

Insufficient 60-70

  • The video includes fewer than 6 camera shots and 3 types of camera movement
  • Transitions are rough and distracting.
  • Audio is not clear or was not recorded as VO.
  • Video is not in mp4 format.
  • The video is less than 20 seconds long.
  • The video is missing a 3-second lead in and titles on each shot.
  • There is not an action or scenario for shots as indicated on the script template

Learning objectives: By the end of this activity, you will be able to:

  1. create a shot list for a provided script that includes at least 8 shots of any type and at least 3 types of camera movement
  2. record and edit VO audio to match a planned sequence of video clips
  3. plan, shoot, and edit a video that includes at least 8 shots and at least 3 types of camera movement
  4. create a new Premiere Pro project for your video, and save the Premiere Pro project file (extension pproj) in your project folder on your C drive
  5. export your video to mp4 format

ISTE Standards for Students

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.

1a
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.

1b
Students build networks and customize their learning environments in ways that support the learning process.

1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

1d
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.

2a
Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

2c
Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

2d
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.

3a
Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

3b
Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.

3c
Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

3d
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.

4a
Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

4b
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.

4c
Students develop, test and refine prototypes as part of a cyclical design process.

4d
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.

5a
Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.

5b
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.

5c
Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

5d
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.

6a
Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

6b
Students create original works or responsibly repurpose or remix digital resources into new creations.

6c
Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

6d
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.

7a
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.

7b
Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.

7c
Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

7d
Students explore local and global issues and use collaborative technologies to work with others to investigate solutions.

Summary

  1. Make a project folder on your C drive for this project.
  2. Open this template and click on File > Make a Copy.
  3. In the VIDEO FOOTAGE column of the template, describe each shot for that line (long shot, close up, etc.) Your shots can be pictures or video.
  4. Take your pictures and video.
  5. Move the pictures from the camera to your computer.
  6. Create the video in a video editor of your choice.

Pre Production

  • Choose and confirm the cooperation of any people who you will work with on the script (optional, but encouraged)
  • Complete the the shot list or storyboard. You can use this template

    Important: Include at least one possible shot (including action/scenario) per person for each line in the script. In other words, if you are working with two other people, provide three possible shots for each line in the script. You don't have to actually shoot them all, but brainstorm at least one shot per person in the group. You can choose to turn in multiple scripts per group or one script with multiple shots per line in the script.

    If you choose to work alone, then you only need a minimum of one shot per line.

    Regardless of how you work together, what you may not do is turn in a script with one shot per line and say, "This is for Bob, Lisa, Charley, Clarence, and my cousin Gloria who you'll have next semester."

  • Schedule the green room or out of class recording
  • Groups must use Premiere Pro, not Wevideo.

Production

Audio

  • Check out microphone if needed
  • Edit script for details and accuracy
  • Rehearse reading the script with expression
  • Record on Audacity or one of the available online audio platforms
  • Export to mp3 format and save to your project folder
  • Share your VO with the teacher if you'd like it to be included in the student shared media folder (optional).
  • Alternate: You may use a VO provided by anyone else with their permission. Any VO in the student shared media folder can be used.

Video

  • Check out a camera
  • Record your shots from your shot list or storyboard
  • Upload your shots to your project folder
  • Share your folder with the teacher if you'd like it to be included in the student shared media folder (optional).

Post Production

  • Import audio and video into Premiere Pro
  • Edit audio
  • Edit video
  • Remember to include 3-second lead in, titles, and credits shot at the end
  • Export to mp4 format

Your done! Congratulations!