Remake a Scene

Project goal: To recreate the shots and dialogue of short scene of a movie as closely to the original as possible.

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

  1. read a script
  2. read and construct shot lists for a script
  3. annotate a script to indicate shots
  4. using one of the school cameras or your phone, set up and record different shots according to a script and shot list
  5. create a project folder on your C drive within your existing course folder
  6. import recorded shots into your project folder
  7. create a new Premiere Pro project for your scene, and save the Premiere Pro project file (extension pproj) in your project folder on your C drive
  8. import your recorded shots into your new Premiere Pro project
  9. edit your video so that it matches the original as closely as possible regarding shot types, camera movement, and timing
  10. export your video to mp4 format
  11. export your mp4 video to Google Drive, get a shareable link, and submit that link to Google Classroom

Rubric for shot list

Outstanding 90-100

  • Shot list includes all shots in the original scene
  • Shot list includes at least 15 shots
  • Shot list includes all required elements

Proficient 80-90

  • Shot list includes at least 90% of the shots in the original scene
  • Shot list includes at least 12 shots
  • No more than one required element is missing

Basic 70-80

  • Shot list includes at least 80% of the shots in the original scene
  • Shot list includes at least 10 shots
  • No more than two required element is missing

Insufficient 60-70

  • Shot list includes less than 80% of the shots in the original scene
  • Shot list has fewer than 10 shots
  • More than two of the required elements are missing

Rubric for final video

Outstanding 90-100

  • Scene is between 1-5 minutes. Longer scenes can be made with teacher permission before shooting.
  • Scene has at least 15 shots.
  • Scene shots are at least 90% accurate. This means that for a scene of 20 shots, you can be inaccurate on 2 of them and still get a 90.
  • Timing of the scene is at least 90% accurate.
  • Resolution and frame size are standard
  • Student collaborated fully on the production of least two other projects.

Proficient 80-90

  • Scene is between 1-5 minutes.
  • Scene has at least 12 shots.
  • Scene shots are at least 80% accurate. This means that for a scene of 20 shots, you can be inaccurate on 2 of them and still get a 90.
  • Timing of the scene is at least 80% accurate.
  • Resolution and frame size are standard
  • Student collaborated fully on the production of at least one other project

Basic 70-80

  • Scene is less than one minute in length.
  • Scene has at least 10 shots.
  • Scene shots are at least 80% accurate. This means that for a scene of 20 shots, you can be inaccurate on 2 of them and still get a 90.
  • Timing of the scene is at least 80% accurate.
  • Resolution and frame size are not standard
  • Student collaborated somewhat on the production of least one other project

Insufficient 60-70

  • Scene is less than one minute in length.
  • Scene has fewer than 10 shots.
  • Major inaccuracies in shots or timing.
  • Resolution and frame size are not standard
  • Student did not collaborate on any other project

Please note that sometimes the video will not match the script exactly. Some of the dialogue may be a bit different, for example. When that is the case, you may follow either the video version or the script version.

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.

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.

Alternatives for the scene remake activity

Alternative 1

Rather than remaking the video of each shot, you can take pictures of each shot and use those pictures for your video. For this alternative, you would need to add a voiceover (VO) or captions.

Here is an example of the Ned scene done this way

Here is the same movie before the background was added.

Alternative 2

For this option, you can complete a scene review rather than a scene remake. If you choose this option, you will be getting screenshots of each shot in the scene, building a video from those screenshots, then adding a VO or captions for your comments about the scene. You can see all the details for this option at

Step One

Choose a scene to remake. The instructor will provide you with at least three options (below). You may choose a clip of your own with the teacher's permission, but your clip must include a script. So if you choose a clip and can't find the script for it, you'll have to create the script on your own, and the script has to be in proper format.

Available scenes:

Do you have suggestions for additional scenes? Please let the teacher know. He might be able to find them.

Your remake only has to be at least one minute long with at least 12 shots for a 90, so you can choose which one-minute segment of your selected video to use. In other words, for the above clips, you don't have to remake the entire clip, just a one-minute segment of it. Of course, you are welcome to make longer videos, with the maximum length being five minutes.

Step Two

View your selected scene (or segment of a clip), and watch it a few times taking notice of every shot. Count the shots, then recount.

Step Three

Using one of the shot list templates, create a shot list for your scene. Turn your shot list in on Google Classroom for a grade.

Step Four

Using a copy of your script, make clear, concise notes on the script indicating which shot from your shot list corresponds to which lines or action in the script. Plan your shots. Remember that you don't have to take your shots in sequence. You will be putting everything in order in Premiere Pro, so you can record your shots in any order you like.

Step Five

Transfer your shots from your camera to the project folder in your C drive. Either before or after you transfer, go through the shots and delete any that are clearly not going to be used. Rename the keepers descriptively. You might have more than one acceptable take for a shot.

At this point keep all the usable takes, and name them with numbers or letters (i.e., shot01a.mp4, shot01b.mp4, etc.). You can decide which take to use in your final video once you start editing and seeing what works best.

Step Six

Create a Premiere Pro project and be sure to save the project in your profect folder on your C drive.

Once you have deleted all your duds and renamed all your keepers, import your keeper takes into your Premiere Pro project.

Now start editing your video! Woo hoo!

Step Seven

Once you are done editing your video, export it to mp4 format and upload it to Google Classroom.

Remember to back everything up! Upload your entire project folder to Google Drive for backup. This is something you should do often.


Tutorials to help you with Premiere Pro:

Your done! Congratulations!