Activities Q1/3

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Independent Project

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This project is an opportunity for you to demonstrate your video production skills in the context of a topic and approach of your choice. Note that the rubric for this project is a little different from that for previous projects. This project places more emphasis on creativity, originality, and impact while still including a requirement for technical specifications.

Options

The options for this project are wide open. Some types of projects you can consider include:

  • Fiction: drama, comedy, satire, narrative, poetry
  • Non-fiction: documentary, autobiography, promotion, psa
  • Animation
  • Experimental: mashup of styles and media, special effects, AI

Regardless of your choice, the teacher will have to approve your idea before moving forward.

Rubric for script

Outstanding 90-100

  • The script maintains proper format.
  • The script is free of grammatical and spelling errors.
  • The script has a clear focus and includes sufficient details of action.
  • Transitions are clear.

Proficient 80-90

  • The script maintains proper format with minor errors.
  • The script is mostly free of grammatical and spelling errors.
  • The script has a clear focus and includes details of action, but could be clearer.
  • Transitions are clear.

Basic 70-80

  • The script has errors in format.
  • The script has multiple grammatical and spelling errors.
  • The script is hard to understand.

Insufficient 60-70

  • The script has multiple errors in format.
  • The script has multiple grammatical and spelling errors.
  • The script doesn't make sense.

Independent Video Project Rubric

Be sure to check the descriptors for all five categories: Content and Message, Creativity and Originality, Production Quality, Organization and Structure, and Adherence to Time Limit.

Content and Message

Excellent (5)

  • The video effectively conveys a clear and compelling message or story.
  • It demonstrates a deep understanding of the topic.
  • Engages the audience throughout the entire duration (2-5 minutes).

Good (4)

  • The video communicates a clear message or story with some minor areas for improvement.
  • Demonstrates a good understanding of the topic.
  • Keeps the audience engaged for the majority of the video (2-5 minutes).

Satisfactory (3)

  • The video conveys a basic message or story but may lack depth or coherence.
  • Demonstrates an understanding of the topic, but improvements are needed for clarity.
  • Engages the audience for a significant portion of the video (2-5 minutes).

Needs Improvement (2)

  • The video’s message or story is unclear or lacks coherence.
  • Limited understanding of the topic.
  • Struggles to engage the audience consistently (2-5 minutes).

Inadequate (1)

  • The video lacks a clear message or story.
  • Minimal understanding of the topic.
  • Fails to engage the audience effectively (2-5 minutes).

Creativity and Originality

Excellent (5)

  • The video demonstrates exceptional creativity and originality.
  • Goes beyond expectations in terms of unique ideas and innovative approaches.
  • Creative execution is outstanding.

Good (4)

  • The video is creative and original, with some unique ideas and thoughtful execution.
  • Surpasses basic expectations and captures the audience’s attention.

Satisfactory (3)

  • The video shows creativity and originality but may lack consistency or depth in execution.
  • Some improvements are needed to enhance its overall impact.

Needs Improvement (2)

  • The video lacks significant creativity and originality.
  • Relies on basic ideas and may struggle to capture the audience’s interest.

Inadequate (1)

  • The video lacks creativity and originality.
  • Appears mundane and fails to engage the audience due to a lack of innovative ideas.

Production Quality

Excellent (5)

  • The video is well-produced with high-quality visuals, audio, and editing.
  • Demonstrates a mastery of technical aspects, enhancing the overall viewing experience.

Good (4)

  • The video is well-produced with good-quality visuals, audio, and editing.
  • Minor improvements could enhance technical aspects and the overall viewing experience.

Satisfactory (3)

  • The video is adequately produced with acceptable visuals, audio, and editing.
  • Some aspects may require improvement for a higher level of professionalism.

Needs Improvement (2)

  • The video lacks consistent production quality.
  • Issues with visuals, audio, or editing detract from the overall viewing experience.

Inadequate (1)

  • The video is poorly produced with low-quality visuals, audio, and editing.
  • Technical issues significantly impact the viewing experience.

Organization and Structure

Excellent (5)

  • The video is well-organized with a clear and logical structure, enhancing the overall flow.
  • Transitions are seamless, and the audience can easily follow the narrative.

Good (4)

  • The video is organized effectively with a logical structure that generally enhances the overall flow.
  • Transitions are mostly seamless, and the audience can follow the narrative.

Satisfactory (3)

  • The video has a basic organization and structure, but improvements are needed for a more cohesive flow.
  • Transitions may be somewhat abrupt or unclear at times.

Needs Improvement (2)

  • The video lacks clear organization and structure.
  • Challenging for the audience to follow the narrative.
  • Transitions are often confusing or disjointed.

Inadequate (1)

  • The video is disorganized and lacks a coherent structure.
  • Transitions are unclear or nonexistent, making it difficult for the audience to follow the narrative.

Adherence to Time Limit

Excellent (5)

  • The video falls within the specified time range of 2 to 4 minutes.
  • Demonstrates effective time management and a well-paced presentation.

Good (4)

  • The video is within the specified time range but may be slightly over or under.
  • Time management is generally effective, and the pacing is adequate.

Satisfactory (3)

  • The video is within the specified time range but may deviate significantly.
  • Time management needs improvement, and pacing may be inconsistent.

Needs Improvement (2)

  • The video exceeds the specified time range, indicating poor time management.
  • The pacing is uneven, affecting the overall viewing experience.

Inadequate (1)

  • The video is significantly shorter or longer than the specified time range.
  • Indicates a lack of attention to time management.
  • The pacing is inconsistent, negatively impacting the overall viewing experience.

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

  1. complete a script using industry standard script format
  2. create a new Premiere Pro project for your video, and save the Premiere Pro project file (extension pproj) in your project folder on your Desktop
  3. edit audio in Premiere Pro
  4. create captions in Premiere Pro
  5. edit your video to sync audio track, captions, and video track
  6. 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.

This is an individual project, but you are encouraged to help each other with recording.

Pre Production

Step One

Brainstorm your idea. Ask your teacher for suggestions and guidance if you are having trouble coming up with something. Remember, the teacher must approve your project idea before you move forward!

Once you have settled on your idea, create a project folder on your Desktop.

Step Two

Write your script. You must use one of our two script formats. Links to script templates are located in the left menu under the Templates heading.

The script is graded and must be turned in on Google Classroom when finished. Have a classmate proofread and review your script before turning it in.

A shot list or storyboard is not required for this project, but it is strongly recommended that you plan your shots in some fashion. In fact, it is essential to plan your shots if you want to have a good video. How you plan them is up to you, but a shot list or storyboard are the traditional, time-tested methods for doing so.

Production

Step Three

If you have not already done so, create a project folder for your project!

Collect or create all your media and place it in your project folder. When collecting images and video clips, particularly images, check the resolution. Make sure the image is at least 800 x 600 pixels. Anything less will result in blurred video.

When shooting video, pay special attention to you the composition of your shots.

If you will be using TTS audio, create it now.

Post Production

Step Four

Create a Premiere Pro project in your project folder.

Import all your media into Premiere Pro and start editing your video.

Step Five

Have at least two classmates review your video and give you feedback and suggestions for improvement.

When you are done editing, export your video to mp4 (H.264) and turn it in on Google Classroom.

Your done! Congratulations!