Additionally, the historians at Darnall's Chance would like to emphasize some things:
Triple-check your spelling! "Darnall’s Chance" is easy to get wrong but also an easy one to fix. It's easier if you don't make the mistake in the first place.
We have a media kit (PGCPS login required) that contains the official logo files. Use them. A logo must be present in every video.
The theme for this year is "History in Your Backyard." This needs to be on screen, said out loud, or BOTH in each video.
Ideally, you will have an informed question (one that shows you have prior knowledge of Darnall’s Chance) ready for the historians on the day they visit Foulois.
Students attending the field trip will have an additional opportunity to interview the historians onsite. Their interviews should start with an open-ended question, with all followup questions based on the preceding answers.
With the information from last year and this year provided, ALL students should be able to script a short (1 minute TRT) video that showcases the venue and its history in a way that makes it interesting to Middle and High School students.
Production
A team of selected students will visit Darnall’s Chance to record on location for the entire class.
Interviews
B-roll of each room
Photos
Students are encouraged to record voice-over and/or video with chroma key in mind.
Media is best recorded in settings where background noise is minimized. This may require recording to be outside of the classroom.
Use a Shot List Template or other tool to note which media you would like to use, along with who recorded it so you can properly credit them. Adding media to this first list does not mean you HAVE to use it, but it will help you reference things.
Use a second Shot List Template to plan out the clips you'd like to see in your one minute video. This will be a shorter list than the first one, and you might have some media shown for less than their full length (or more than once).
Make a third Shot List similar to the second one, but for your thirty second video.
Write out and spell check all words (spoken and written) that you intend to include in your videos.
Use Kdenlive and your selected clips to edit your videos.
No, we are not using WeVideo for this. WeVideo has a lot of positives but we cannot use it to share project files with people outside of PGCPS. This is rather important.
Start a NEW Kdenlive project and select if it will be vertical or horizontal video. (You may do both or either, this is for social media.)
Your Shot Lists are your plans. Use them to move copies of all your chosen clips into a project folder before importing them into Kdenlive. To save time we're going to use the same project folder for all of your videos for this project.
Mute the audio for any tracks that aren't providing primary (spoken words) or secondary (music) audio.
Add your captions, titles, credits, and any other text.
Play through your videos to check for errors. Are their typos? (Did you spell Darnall’s Chance correctly?) Are they the right length? Were the correct tracks muted?
Hand in ALL of the appropriate files.
We have covered how to render work from Kdenlive. If you're stuck, check the tutorials over to the right of this page.
You will need to compress your project folder into a .zip file. This will ONLY be useful if you've been saving all of your work in the same folder. (Check the first tutorial over on the right side of this page.)
Double-check the rubric and submit your finished presentation for a grade.
Rubric
25% Video package contains at least one (1) 60 second video with dialogue, one (1) 30 second video with audio, and a .zip file containing the save files for both.
25% Videos have captions that accurately match all spoken dialogue. All text is free of typographical and grammatical errors.
25% Videos contain the theme for this year (spoken, written, or both) and the PG Parks logo.
25% Credits are included for the students involved in the production of each video, as well as any outside media that has been used with permission.
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
I:6-8:1: Formulate variations of ideas, goals, and solutions for media artworks by practicing focused creative processes.
E:6-8:1: Work independently to create a visual representation of formulated ideas.
E:6-8:2: Act on creative ideas to generate artistic goals.
E:6-8:3: Predict potential obstacles and generate possible solutions.
Anchor Standard 2: Organize and develop artistic ideas and work
I:6-8:1: Organize, design, propose, and evaluate artistic ideas, models, prototypes, and production processes for media arts productions.
E:6-8:1: Refine brainstormed ideas into a production plan.
Anchor Standard 4: Analyze, interpret, and select artistic work for presentation.
I:6-8:1: Integrate multiple contents and forms into unified media arts productions that convey consistent themes or ideas.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
I:6-8:1: Research and show how media artworks and ideas relate to everyday life.
I:6-8:2: Analyze and interact appropriately with media arts tools and environments.
I:6-8:3: I:6-8:3: Describe the relationships of media arts to theater, dance, music, the visual arts, and other disciplines.
E:6-8:1: Research and synthesize how media relates to everyday life.
E:6-8:2: Apply technology safely and effectively considering media literacy.
E:6-8:3: Analyze how response to media arts is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
1st Year Media Arts Majors.
2nd Year Media Arts Majors.
3rd Year Media Arts Majors.
Technology Concepts Students.