This project may be completed by the following students:
1st Year Media Arts Majors.
2nd Year Media Arts Majors.
3rd Year Media Arts Majors.
Technology Concepts Students.
Directions
Pre-Production
It is strongly suggested that you complete the Photo Presentation project first.
The Photo Presentation project is about showcasing selected photos, a thing you will have to do for this project. If you have to do it anyway, you might as well get a grade for it.
The end product of this project is very similar to that of a storyboard, with the exception that it will contain much more detail than is ever expected in a storyboard for this course. To that end, we will be starting with a script and storyboard.
Brainstorm a list of problems that can be encountered and solved in this classroom during scheduled class time. (You will not be given permission to go on a field trip to another portion of the building.)
Select one of these problems and flesh it out into 5 distinct scenes that can each be portrayed with a single photo.
A suggested breakdown for your plot could consist of the following stages:
Shot 1: Establish the setting, cast, and activity.
Shot 2: Reveal the problem encountered that needs to be overcome.
Shot 3: Lead-up to the solution. (This could be a failed attempt at a solution or preparation to solve the problem.)
Shot 4: Solving the problem.
Shot 5: Show everyone's reactions to the problem being overcome.
Storyboard panels for this class should only have a small amount of text per image. For this assignment, limit yourself to no more than one sentence per image. All other information for the story should be contained in the photo.
The rubric has no requirement for dialogue, but if you feel that's necessary you may still include a line of spoken dialogue as your sentence for that part.
Use any storyboard template to plan out the key events in the activity you have chosen.
Storyboards can be a variety of formats. You can make your own or find a template online. You can even make one by folding a single sheet of paper 4 times!
Do not plan for specific people to fill specific roles at this time. ("Mr. Smith was out today so we couldn't take photos that showed the teacher writing up the bully." will not be accepted as an excuse for why a project wasn't finished.)
Show your plan to your Media Arts teacher or an expeienced classmate. They may have advice to make the process easier.
Production
Prepare your shoot by making sure the camera has the correct settings and you have people availible to fill any on=camera roles.
A person is not availible if you have to wait for them to finish something else. Select a different volunteer instead. Other students' projects cannot be used as an excuse for why you didn't finish your own project.
Make sure participants know what is expected of them by going over your storyboard. (If you don't have a storyboard, you are a day behind on this project and should not yet be trying to take photos.)
Be mindful of your backgrounds! Students have had shots ruined by not noticing something in the background they would have otherwise not photographed.
Resist the urge to stop and review multiple photos before you are done with the shoot. This is a waste of valuable production time.
If time permits, do more than one runthrough of the shoot, but get one shot of each part before you loop back to the beginning. (5 shots of scene 1 doesn't help you if you need one good shot for scene 5.)
Post-Production
Select the best photo taken for each of your 5 scenes to share in a final presentation.
Create a presentation that includes those 5 selected images, along with a sentence for each that provides additional context for each image.
This will be much easier to do if you previously completed the Photo Presentation project, as mentioned in the pre-production section.
It's considered best practices to also give credit to all individuals who were involved in this project. Adding a "Credits" or "Cast" slide would work well for this.
Look over the rubric for this project.
No, seriously, look over the rubric. Most students who get less than 100% on projects like this did so because they forgot something critical mentioned in the rubric.
Proofread all of your text.
This project did not require a lot of writing, so typos are far more likely to stand out and lower the perceived quality of this project.
Submit your finished presentation.
Remember that it is your responsibility to make sure the work is submitted properly, and this can be done immediately after handing it in.
Emails the night before a critique asking if the work was submitted correctly will not be accepted as evidence that an attempt was made.
Rubric
25% Presentation includes 5 staged photos that, when combined, tell a story with a beginning, middle, and end.
25% Each photo has been given a unique title in the space provided in the presentation template.
25% Each photo is accompanied by a sentence that provides reasoning for why framing made that particular image better.
25% Context for each photo is written in at least one complete sentence, with proper spelling, grammar, and punctuation.
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 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:6-8:3: Apply and adapt use of tools and techniques to construct media content.
Anchor Standard 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
I:6-8:3: I:6-8:3: Describe the relationships of media arts to theatre, dance, music, the visual arts, and other disciplines.
1st Year Media Arts Majors.
2nd Year Media Arts Majors.
3rd Year Media Arts Majors.
Technology Concepts Students.