You Be The Producer

beginning the project: planning

Lesson Overview

Beginning the Project: Planning will help the teacher explain the process of creating a video and the different processes the students will encounter in the production. The students will learn about establishing their roles, setting expectations, applying the standards and discussing the required skills. Finally, the teacher will show how the student projects will be assessed.

Standards

Technology for Productivity Applications
Grade 8, Benchmark B — Problem-Solving and Productivity Tools

1. Incorporate all available technology tools and resources to research, investigate, solve and present findings in a problem-solving situation.

Technology and Communication Applications
Grade 6, Benchmark A — Communications and Principles of Design

1. Explain that information is communicated for specific purposes.

3. Produce information products that incorporate the principles of design.

Technology and Information Literacy
Grade 6, Benchmark B — Decide

1. Generate questions to be answered or a position to be supported when given a topic.

5. Identify relevant facts, check facts for accuracy, record appropriate information and create an information product to share with others.

Grade 7, Benchmark B — Decide

1. Develop open-ended research questions about a defined information need.

Materials

• Web sites

• Storyboards (sample)

• Computer with word processing software

• Interviewing worksheets

Procedure

Select students to participate.
View sample projects.
Discuss possible topics. Is the topic manageable based on the skills needed and the time frame required?
Select the topic (personal, community, fantasy, national, informational).
Define the purpose and objective of the video.
Pick the target audience.
Define the video elements required (interviews, memorabilia, etc.).
Determine the location for the video (in-house, travel, outdoors, etc.).
Describe what the viewer will see (storyboard — location, description, framing, sounds, dialogue).
Accurately describe what the final video will look like (series of still, action shots, etc.).
Select the video style. Examples include the following:

a. Documentary style: Camera normally frames the subject with a centered bust shot (waist up or higher), and the talent usually looks directly at the camera. Use cutaways to video segments or still images to illustrate the points made by the speaker.

b. Situation style: Viewers are made to feel that they are bystanders in one corner of the room, watching the action. Subjects in the video should be facing each other, not the camera.

c. Scripted style: The content is often captured in short, staged clips that are edited together to appear as an uninterrupted scene.
Research the topic for facts, graphics, sounds, video clips and other needed material.
Conduct interviews as needed.
Write any scripts or dialogue needed for commentary.
Determine what computer skills are needed for editing the video.
Evaluate the planning process.
Hand out job description checklists for use during the entire project.

Evaluation

Review Rubric for Preparation.

Conduct peer review.

Rubric for Preparation

CATEGORY	4	3	2	1	Score
Concept	Team has a clear picture of what they are trying to achieve. Each member can describe the overall project and generally how each person’s work will contribute to the final product.	Team has a fairly clear picture of what they are trying to achieve. Each member can describe the overall project, but some have trouble describing how their individual work will contribute to the final product.	Team has brainstormed the concept but has not determined a clear focus. Team members may describe the goals and final product differently.	Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.
Research	Note cards indicate that the group members developed questions about the assigned topic, consulted at least three reference sources, developed a position based on their sources and correctly cited their sources.	Note cards indicate that the group members consulted at least three reference sources, developed a position based on their sources and correctly cited their sources.	Note cards indicate that the group members consulted at least two reference sources, developed a position based on their sources and correctly cited their sources.	There are fewer than two note cards or sources are incorrectly cited.