This project may be completed by the following students:
1st Year Media Arts Majors.
2nd Year Media Arts Majors.
3rd Year Media Arts Majors.
Directions
Pre-Production
Begin by reviewing your script & storyboard from Festival Entry 1: Pre-Production. Do any changes need to be made? It's easier to do that now before you record anything.
Plan your outfits!
Continuity is important. If the plot has everything happen in a single day but it takes multiple days to record, changes in clothing and hairstyles become noticeable.
Previous years there was a restriction on including logos in videos, but this has been removed.
Rehearse!
Getting something right on the first try is extremely rare, more so when no one has rehearsed. Ask any performance based major how much practicing they do. It helps.
Production
Use your script and storyboard as a guide to record every scene you've planned.
A common tactic used by directors for bigger projects is to create a "Shot List." A Shot List doesn't cover everything in the storyboard, but rather is just a list of the scenes the director wants to get recorded THAT DAY. A new Shot List is created each day of the production, and usually focuses on all of the shots meant to be recorded at a single location.
Ideally, you should record each scene more than once so you can select the best take.
Do not review your recordings after each take! You have limited recording time, and it becomes half as long if you watch each shot before recording the next one.
Use the last 10 minutes of class (or the last 10 before BEFORE the Exit Ticket on days where there's one assigned) each day to review your recordings and select the best ones for your project. Reviewing the recordings should give you plenty of content to include in your Exit Tickets.
Post-Production
Most editing will be done during Festival Entry 3: Post-Production, but some needs to be done now to get your work ready to be reviewed.
Arrange your recordings in your editor of choice as a "Rough Cut." They should be in the right order, perhaps with unnecessary content cut out, but there is no need to add a title, credits, or additional effects. A Rough Cut is a way for you and others to assess the pacing of a video before doing additional work.
Export your Rough Cut (Include "RoughCut" in the file name so you don't confuse it with other edits!) and hand it in with your planning documents.
Yes, this means you're handing your current drafts of your script AND storyboard in again.
Rubric
25% Project is a "Rough Cut" that adheres to the requirements of the student's chosen Film Festival category.
25% Evidence of planning (script AND storyboard) is included with the project.
25% Project is planned to be 1-5 minutes total run time (TRT).
25% Documentation included cites all media the student didn't create but still plans to add to the project, including all images, sounds, and b-roll. All citations verify that the work is being used WITH permission.
(As this is a Rough Cut, a title and credits are not yet necessary. Including a document with all of the citations is enough for THIS project.)
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 3: Refine and complete artistic work.
I:6-8:1: Experiment with multiple approaches to produce content and components for determined purpose and meaning in media arts productions.
I:6-8:2: Evaluate, improve, and refine media artworks by intentionally emphasizing particular expressive elements to reflect an understanding of purpose, audience, or place.
E:6-8:1: Improve production plan to include decisions about content and production processes.
E:6-8:2: Make judgments and decisions to refine the media production plan to set a purpose and act on creative ideas.
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.
E:6-8:1: Curate and analyze multiple types of media (video, sound, still pictures) with academic content to produce one media product that has a consistent theme.
Anchor Standard 5: Develop and refine artistic work for presentation.
I:6-8:1: Develop, design, and exhibit a variety of artistic, design, technical, and soft skills through performing various assigned roles in producing media artworks.
I:6-8:2: Develop, demonstrate, and exhibit a variety of creative and adaptive innovation abilities.
I:6-8:3: Demonstrate adaptability in using tools and techniques to construct media artworks.
E:6-8:1: Be self-directed learners to define artistic/technical skill sets and roles for media production plan.
E:6-8:2: Develop and act on a variety of creative skills to produce new media.
E:6-8:3: Apply and adapt use of tools and techniques to construct media content.
Anchor Standard 6: Convey meaning through the presentation of artistic work.
I:6-8:1: Analyze and design various presentation formats for the tasks and processes of the presentation and/or distribution of media artworks.
I:6-8:2: Analyze results of and improvements for presenting media artworks.
E:6-8:1: Manage the presentation and potential distribution of the media product(s).
E:6-8:2: Analyze and critique presentation. Develop a list of potential improvements for future presentations.
Anchor Standard 7: Perceive and analyze artistic work.
I:6-8:1: Describe, compare, and analyze message and meaning that are created by components in media artworks.
I:6-8:2: Describe, compare, and analyze how various forms, methods, and styles in media artworks manage audience experience.
E:6-8:1: Analyze the messages and audience experiences presented through a variety of media components.
Anchor Standard 8: Interpret intent and meaning in artistic work.
I:6-8:1: Analyze the intent and meaning of a variety of media artworks.
E:6-8:1: Analyze media from the media arts industry to discuss intent and meaning.
E:6-8:2: Analyze their media product(s) to discuss intent and meaning.
Anchor Standard 9: Apply criteria to evaluate artistic work.
I:6-8:1: Develop and apply criteria to evaluate various media artworks.
E:6-8:1: Collaborate with others to create criteria to evaluate media products.
Anchor Standard 10: Synthesize and relate knowledge and personal experiences to make art.
I:6-8:1: Evaluate and use personal, cultural, and/or external resources to create media artworks.
I:6-8:2: Explain and show how media artworks form new meanings, situations, and cultural experiences.
E:6-8:1: Make judgments and decisions on which resources (personal, cultural, and/or external) will be used to create media products.
E:6-8:2: Communicate clearly how decisions change elements of media (meanings, situations, and cultural context).
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: Describe the relationships of media arts to theatre, 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.