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Yourself |
Grading Guidelines for A Two Minute Movie |
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| Points |
Your Name __________________________________ Section # ______________ |
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| Actual | Possible | |
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10 Pts. The Presentation [reading] |
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| 3 | Add animation. The video composition has been digitally edited to show opening title screen animation and closing rolling credits giving credit to jobs done and who did them, such as: camera person, writer, video editor, teleprompter, grip (equipment carrier), landowner, or object owner. | |
| 3 | Articulation and audio quality. Use clear speaking, but more importantly,
no monotone or mumbling. You are modeling an oral reading assignment. Model the fluent reading
you want from your students, which means you are not stumbling
or tripping over words and phrases and so natural I can't tell that you are reading
the script. (This also means a script that is written and read so that
it sounds like someone talking to me personally instead of an impersonal
reading of an essay). Be motivating by speaking with enthusiasm and
sparkle and/or add dramatic flairs.
When outdoors or around background noise, keep the camera close enough to the speaker to hear the speaker's words clearly or use an external microphone attached to the camera. Listen to the recording after you have captured something to see if your volume was OK. |
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| 2 | Eye contact with the audience. This is not a memorizing assignment. You are reading the script while the camera is recording; so, the script should be placed (taped) directly under the camera lens so that it looks to the viewers that someone is talking directly to them. | |
| 2 | Relevant locations. At least two locations are required, and one must be out in the community (inside a greenhouse or outside a building or on a hilltop) and then one in a room (library, business or a classroom). If you can't be exactly where you need to be, use props, sounds, actions and pictures around you to communicate locations and themes in memorable ways. That is, if you are talking about the solar system and can't stand on the moon, and point to mars, then wear a space suit or put pictures around you that you can show when talking. Look for other ways to increase the sense of visual movement on camera also. For example: camera movement such as pan or tilt (slowly please) manipulation of props (open book and read or show picture then close it or pet the dog, not just show the dog); walking and talking as camera pans (follows the walker or moving object such as car or animal); and/or in-camera edits (turn off camera -move camera -then turn on and record again). It is better to not zoom when camera is recording. That is, it is generally better to shoot, then stop recording, zoom in, then record, stop recording, then zoom out and record again. | |
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10 Pts. The Script (including Unit Plan details) [writing] |
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| 4 | Think and write visually. Basic script features should provide some facts and
talk about visually interesting information which connects with the highlights
of the unit plan. That is, think of things to show that make effective use of
video, especially
those things that are hard to show by hand in class, such as something
very small or very big, moving fast or too far away to see). There is a simple
test you can use. It could called the video charades test. If the video
was played back with the sound turned off and no title screens are shown, how
much would the audience be able to tell of what the video was about by just
seeing it? Also mention the duration of the unit (such as days, weeks, number of class sessions) and the title or unit plan subject area. This is a writing assignment, not an ad lib assignment. Don't make it up while on camera. Part of the point of this assignment is to experience and learn to write and read a script for video production. Your audience is your class. Write to your students, not to your instructor. Write so that your students will understand it. Write so that it sounds like your natural speech. Among other things, this generally means shorter sentences and a more conversational style. [For more information on this topic, search Hunter Library for works on speechwriting or motion picture authorship .] Another part of this exercise is to work on reading fluency once a script is completed. Expect to read the script out loud several times to build your fluency with it. Use these practice readings to time and adjust the length of your script and your reading speed to match the time requirement below. |
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| 3 | Objectives. Indicate the most important objectives of your unit plan. Particularly mention the goals or objectives you will use that relate to the NC Standard Course of Study in the content area and in the computer technology area. Include and finish a line in your script "Our Standard Course of Study goals are about...." but put these goals in words your students can understand; don't copy the goals verbatim and read them. | |
| 3 | Computer integration activities. In a couple of sentences briefly discuss a computer based activity that will support a goal or objective. IF this component is missing, do not even hand in the assignment. Fix it. Otherwise it will be returned un-graded and include a late penalty when it does come in. | |
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10 Pts. The Planning and Organizing |
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| 4 | Relevant visuals. Use appropriate backgrounds and props. | |
| 2 | Lighting. The light source must light the scene from the front making you or the object of primary interest, the brightest or best lit; that is, do not put a brighter background behind you whether it is a sunny day or a white wall. Do not wear bright clothing for the camera's light meter adjusting to your bright shirt or blouse may make the background too dark. | |
| 1 | Time limit. Keep the video under but very close to 2 minutes of the video scenes that you shot. Time that script carefully before shooting. It will become longer than 2 minutes when the animated title is added in the beginning and scrolling credits are put at the end. | |
| 3 | Submit paper documents. Using an envelope with your name on the outside is optional unless you are submitted a videotape or DVD. Otherwise, staple and submit the actual large font script used in reading on-camera and this completed self-evaluation using this guideline page. Label. This is optional unless submitting a tape or DVD which need labeling with name, title, time length of piece. Include consent and waiver form if someone else was in the video with you. If using tape, please rewind and cue up the tape so that it starts with the title animation at the beginning of your composition. | |
| <--Your total | ||
| A=28 and up | ||
| A-=26-27 | ||
| B+=24-25 | ||
| B=22-23 | ||
| B-=20-21 | ||
| C+=18-19 | ||
| C=16-17 | ||
| C-=14-15 | ||