Bloomington Jefferson School

TV Production Term _____ Class Period _____ Date _____ Name______

iMovie Project

Your completed project will be a two to five-minute iMovie, which includes at least five different camera angles, titles/opening credits, end credits, transitions, internal graphics, lighting, audio (see attached rubric). You will be assigned a group (of four or five people), which must come up with an original idea for this project. This means that there will be no repeat or duplicate iMovies. The assignments must be explained to and approved by the teacher before you begin.

The iMovie Project contains the performance standards for this class. Each student must keep these sheets, complete the assignments contained herein and return them to me when his/her group has finished presenting the entire project. (Please thoroughly read the following pages in order to understand this project and fulfill the requirement in their entirety.)

Task 1: Students write, research, create, storyboard, film, record, edit, and display a film (video)

Task 2: Students make a formal presentation of their work to an audience, write an artist’s statement, and evaluate their finished project on the attached rubric.

Method/Assignments contained in this project (hand in this packet at the end of your project):

Each group will be assigned by the teacher
Each group will select and brainstorm ideas
Each group will have their idea approved by the teacher before they begin
Each group will complete a storyboard before they begin shooting the video
Each group will shoot the raw footage for the video
Each group works together to edit the raw footage, including music and graphics
Include a title page
Include internal graphics (don’t do this if it ruins the idea and/or continuity of your video)
Include end credits (Actors, Producer, Director, Music by…, etc.)
Include any auto-dub by adding narration and music where necessary
See attached rubric for other components (lighting, transitions, editing)
Each group must hand in a completed a storyboard and script.
Each student must hand in the attached Feedback Checklist for Task One
Each student must hand in the attached Feedback Checklist for Task Two
Each student must hand in the attached grading rubric for the group with points assigned out of 48.
Each student must hand in his/her detailed notes and a typed artist’s statement.
Each student must hand in a Peer Grading Sheet for all the groups.

Equipment

Digital camcorder
MiniDV tape
Microphone (These are hard to come by, so make sure you share)
Tripod (Again, we only have a few so make sure you share)
Computer
iMovie editing system
iTunes

Category Descriptions/Ideas (note: all movies must use school-appropriate language and content)

Teach me something: Make an instructional how-to movie
Make me laugh: Make a movie that will be sure to get your audience laughing.
Tell me a story: Tell a story about a family, community, culture, or about one of you.
Trailer for a yearbook: Create a sample digital yearbook. Show clips of sporting events, musical shows, band concerts, and important events that happen in the school community.
Talk show: (note: only one group will be allowed this category.)
Retelling of a story: This may include a fable, fairytale, summary of a novel or summary, etc.
Trailer for a movie or TV show: You will need to explain the content and characters of the show.
Any other categories of your choice: must be approved by the teacher before you begin.

BLOOMINGTON JEFFERSON SCHOOL

Performance Package

Minnesota Profile of Learning

Course: Television Production I

Content Standard: 3.1 Literary /Arts Creation/Performance – Media Arts

Title of Package/Activity: Video Creation

Summary Statement of Content Standard:

A student shall create and/or perform original artistic presentations in dance, music, theater, visual arts or media arts.

Standard Specification:

In media arts, a student shall demonstrate understanding of the elements, techniques, and processes of media arts and how works of media arts are structured; and, in media arts, the student shall create or perform, or both, an original media arts presentation including a single complex work or multiple works that:

A.Demonstrates elements and skills of media arts(Task 1)

B.Demonstrates artistic decisions to communicate intent;(Task 2)

C.Demonstrates a sense of an artistic whole;(Task 1)

D.Demonstrates a consideration of audience; and(Task 1)

E.Uses multiple sources for critique and feedback.(Task 2)

Description of Student Performances (these are in detail below):

Task 1: Students write, research, create, storyboard, film, record, edit, and display a film (video)

Task 2: Students make a formal presentation of their work to an audience, write an artist’s statement, and evaluate their finished project.

Final Achievement: Use the following scoring criteria when evaluating student performance.

4 – Exemplary: Indicates evidence of student learning in all parts on the standard at a level that consistently exceeds expectations and is applied in new and insightful ways.

3 – Proficient: Indicates evidence of student learning in all parts on the standard consistently at a proficient level.

2 – Novice: Indicates evidence of student learning in all parts on the standard at an adequate level some or all of the time.

1 – Emerging: Indicates evidence of student learning in all parts on the standard at a superficial level some or all of the time.

0 – Incomplete: There is not evidence of student learning in all specification of the standard.

No package score is recorded until all parts of the package have been completed.

Performance Package Task 1

Video Creation

Specific Statement from the Standard: In media arts, a student shall demonstrate understanding of the elements, techniques, and processes of media arts and how works of media arts are structured; and, in media arts, the student shall create or perform, or both, an original media arts presentation including a single complex work or multiple works that (see above):

A.Demonstrates elements and skills of media arts

C.Demonstrates a sense of an artistic whole

D.Demonstrates a consideration of audience

Product:

Group Project of 1.5 to 5 minute videotape program

Storyboard/Notes, sketches and oral explanation of the project

Task Summary

Students write, research, create, storyboard, film, record, edit, and display a film (video)

Task Description:

Develop the 1.5 to 5 minute video. Production involves experimenting with media and technique manipulating the formal elements, strategizing to achieve desired effects, continually refining ideas and clarifying your vision, seeking feedback, solving problems, and asking questions about the technical and expressive aspects of the work, and about the subject of the work. Use the guide provided below to document this creative process in your notes.

Use your notebook to create the behind-the-scenes story about the development of the film (video). At multiple points during your work on the project write and draw to describe:

Your daily progress
Technical and creative discoveries and breakthroughs
Technical and creative problems you encounter and the solutions that you apply
External obstacles that impede your progress (such as time constraints, inaccessible materials, etc.) and how you address them.
Creative shifts, changes in direction of the work
Feedback you have received form viewers of varying perspectives.
Your reflections on the strengths and weaknesses of the work
Informal Presentation of the Work-in-Progress: Make arrangements to meet with the teacher as your work proceeds to discuss the project. Take your work-in-progress and your notebook to these meetings. Take the lead in these meetings to explain your work, describe your creative process, and ask for feedback about specific issues.

Arrange to present the work-in-progress to an informal gathering of students and others. Prior to the presentation prepare remarks about your progress, intent, and the work in general. During the presentation describe your artistic intent, show the work, and engage viewers in a discussion of the development of the project

FEEDBACK CHECKLIST FOR TASK 1 Write: Y=Yes/N=No Evidence Shown
1.5 to 5 Minute Video / Student / Teacher
1. The in-progress and completed art work demonstrates intent through:

Application of technical skill with media and material
Manipulation of the formal elements to develop the expression

/ _____ / _____
2. Application of design principles and structure of the piece / _____ / _____
3. Integration of multiple visual forms:

Storyboard/Notes, sketches and oral explanation of the project
The storyboard documents the development of the work by describing:
Creative and technical choices to achieve desired effects
Experimentation with media, expressive and technical elements, and design
Challenges in technical and expressive processes
Strengths and weaknesses of the work
Viewer reaction to the work, and response to viewer feedback

/ _____ / _____
4. Explanation of the work demonstrates a coherent plan for the art-making process by linking specific technical and creative choices to a stated point of view on the subject and desired visual effects. / _____ / _____

Performance Package Task 2

Video Creation

B.Demonstrates artistic decisions to communicate intent

E.Uses multiple sources for critique and feedback

Product:

Artist’s Statement/Presentation of completed work/Evaluation of the Work

Task 2 Summary

Formal presentation of work to an audience, write an artist’s statement, and evaluate finished project.

Task Description:

Write an artist statement for public display with the film (video) and Evaluate the work

Create the statement to reflect your definition of film (video) and how it relates to your point of view on the subject of your work. Include anything else that you would like to communicate to the audience about yourself, your artwork, the subject, or the film (video) form.

Use the questions below to write a detailed evaluation of the project. Refer specifically to the technical and expressive elements, design principles, techniques and processes. You may also include any other information you feel is important or interesting about your iMovie.

To what extent does the completed work fulfill your artistic intent?
What are its strengths and weaknesses?
How did feedback affect the development of the work?
Give at least two examples of technical problems you encountered and explain how they were resolved in the creation of the piece.

Present the work

Work with other students to organize an appropriate forum for presenting the film (video) projects to an audience. Structure the presentation so that you can show your work, and respond to viewer comments and questions. Include: The finished project, the artist statement, the storyboard

Performance Package Task 2

Video Creation

FEEDBACK CHECKLIST FOR TASK 2 Write: Y=Yes/N=No Evidence Shown
Video Creation / Student / Teacher
1. The artist’s statement provides the viewer with insight into the background, creation and/or point of view of the film (video) / _____ / _____
2. The presentation of the project includes commentary that describes the application of expressive and technical abilities to convey point of view, as well as a response to audience. / _____ / _____
3. The evaluation of the work:

Links creative process to point of view and intent
Describes the creation of visual effects
Makes specific references to media, elements, design principles, techniques and processes to describe the quality of the work.

/ _____ / _____

Video Creation Rubric for Literary/Arts Creation/Performance 3.1

Please indicate the score/points (please read 1-4) you deserve in each category with an X or an O.

Criteria / 1 / 2 / 3 / 4
Plan / Script/ Storyboard / Sketchy script or storyboard; shows evidence of planning for a few parts of production. / Mostly complete script or storyboard, though not detailed; shows evidence of planning through some parts of production. / Complete script or storyboard, though not detailed; shows evidence of planning through most parts of production. / Clearly describes each shot visually; includes movements, narration or dialogue, and fx; shows evidence of planning through all parts of the production.
Video / Sometimes in focus; sometimes steady; no camera movement OR excessive movement (panning, zooming, trucking, etc.) / Usually in focus; usually steady; pans and zooms are limited and usually purposeful; composition usually follows the rule of thirds. / Always in focus; always steady; variety of camera movements; variety of angles and shots (close-up to long shot); varied composition (based on rule of thirds) / Always in focus (unless purposefully done); always steady; variety of camera movements; movements are planned, purposeful and provide impact; variety of angles and shots (close-up to long shot); varied composition (based on rule of thirds)
Audio / Sound sometimes unclear: due to low voices, overly loud ambient noise. / Sound usually clear, no unintended ambient noise. / Sound always clear and ambient noise always appropriate. / Sound always clear (unless purposefully done) and ambient noise always appropriate; appropriate use of silence.
Shoot / Lighting / Only ambient (available) light is used; many scenes are overly bright or dark / Additional lighting is used as necessary; most scenes have sufficient lighting to tell what is happening. / Additional lighting is used to eliminate shadows and glares; all scenes have sufficient lighting for viewer to easily see action. / Additional lighting is used to eliminate shadows and glares; all scenes have sufficient lighting for viewer to easily see action; vivid colors; innovative use of lighting.
Cutting / Clips begin and/or end with slack time or in mid action. / Some clips edited to remove slack time and to begin and end with thought to action. / Most clips edited to remove slack time and to begin and end with thought to action. / Clips show no slack time and begin and end with thought to action.
Edit / Transitions / No transitions between clips are used or too many different transitions used without thought to purpose / Basic transitions used (cut and fade) appropriately and other types of transitions usually added as appropriate for the scene. / Most of the transitions between clips are appropriate, suite the mood and content, and smoothly flow from one scene to the next. / All of the transitions between clips are appropriate, suite the mood and content, and smoothly flow from one scene to the next.
Titles / Titles and subtitles unclear due to font, size, or color contrast. / Titles and subtitles usually clear; used appropriately. / Titles and subtitles always clear; used appropriately. / Titles and subtitles always clear; used appropriately and enhance the story/content; innovative.
Pacing/ Continuity / Many video clips are too long or too short and leave out essential action or dialogue; several video clips do not fit the storyline or are poorly ordered and transitions between scenes do not show evidence of thoughtful execution. / Most video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell the complete story; most video clips fit the storyline and most transitions between scenes thoughtfully executed. / All video clips move at a steady pace, fast enough to keep the audience interested and slow enough to tell the complete story; most video clips fit the storyline and all transitions between scenes thoughtfully executed. / Variety of pacing and changes fit the “mood” of the content; pacing keeps viewers interested; all video clips fit the storyline and transitions between scenes thoughtfully executed.
Voiceovers, Background Music, & Sound FX / Background music overly loud or too quiet; narration sound stilted or unrehearsed; sound fx unrelated or sound fake. / Background music and sound fx usually balanced well (doesn’t overpower the main audio); music and fx appropriate to mood/pacing. / Background music and sound fx always balanced well; music and fx enhance mood/pacing. / Background music and sound fx always balanced well; music and fx enhance mood/pacing; creative; appropriate use of sound effects, narration, etc.
Enhance / Graphics, Animation, & Special FX / Some of the graphics, animations, or fx seem unrelated to or detract from the topic/theme/mood; graphics are unclear due to size, composition, or resolution. / Most of the graphics, animations, or fx seem related to and enhance the topic/theme/mood/ message; most graphics clear (appropriate size, composition, resolution) / All of the graphics, animations, or fx seem related to and enhance the topic/theme/mood/ message; all graphics clear (appropriate size, composition, resolution). / All of the graphics, animations, or fx seem related to and enhance the topic/theme/mood/ message; all graphics clear (appropriate size, composition, resolution); all elements synthesized well with each other.
Content / The video is a disconnected (or loosely connected) series of scenes with no unifying story or structure; random or irrelevant content included. / The video tells a connected story or has a clear and complete structure; most content relates to the storyline. / The video tells a compelling story or has a compelling structure and is expressed creatively; all content relates to the storyline. / The video tells a compelling story or has a compelling structure and is expressed creatively; all content relates to the storyline; provides fresh, interesting, or humorous insights.
Creativity / Little evidence of imagination, creativity, or thoughtfulness; no style or mood is apparent. / Some evidence of imagination, creativity, or thoughtfulness; some evidence of thought to style and mood, though may not suit the content. / Evidence of imagination, creativity, or thoughtfulness; Evidence of style or mood that suits the content. / Thorough evidence of imagination, creativity, or thoughtfulness; evidence of style or mood which suits the content; creative and original.
Totals from each column:
Multiplier / X 1 / X 2 / X 3 / X 4
Equals (Total group scores):
Add Total Group Scores: / (now add 2 points) / Total out of 50: