TGJ4M_Summative_evaluation

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=Summative Evaluation= Animation | Graphic Design / Photography | Movie Short | Portfolio

For ANY group-based project I need the following:
 * **Documentation** ||  ||   ||   ||   ||
 * Log-sheet || Members chronicled in some detail their work times and roles as the project was worked on. || Members chronicled, with some success, their activities || There was some attempt to record work times/roles but there are many gaps/flaws in the work || There was an attempt to record times/roles but generally the result is well-below expectations ||
 * Critical reflection || Members detailed with a great deal of success the problems they encountered while doing the project as well as the steps used to overcome the problems. There is considerable insight in detailing how they would change what they would do if the project were to be repeated || Members detailed with a some success the problems they encountered while doing the project as well as the steps used to overcome the problems. There is some insight in detailing how they would change what they would do if the project were to be repeated || Members generally detail problems they encountered while doing the project as well as the steps used to overcome the problems. There is little insight into detailing how they would change what they would do if the project were to be repeated || Members skim over problems, solutions and how they'd change things for the future. ||



1) ANIMATION Project

 * Evaluation:**
 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Proposal** ||
 * Use of planning skills, define timelines || //Thinking & Inquiry// || Project target dates/times are clearly defined. Evaluation of each separate task is easily achieved. || Project target dates/times are largely defined. Occasional overlaps in shooting/project schedules are a result of un-defined, or poorly-defined tasks. || There are many areas of project timeline overlap. Individuals may run the risk of having the project turned down. || There are more than a few key areas non-tasked or well thought out. Individuals **will** have the project turned down. ||
 * Script || //K&U, T&I, App.// || The script is superb. There are relevant cues for the actors and for setting scene for both mood and content || The script has most of the relevant cues for the actors as well as for setting scene for both mood and meaning. || The script appears to be missing some elements that will in turn make it difficult for the actors and director to achieve success. || There are numerous key elements missing from the script. The actors would likely be better with only directorial guidance. ||
 * **Pre-Production** ||
 * Storyboarding || //K&U, T&I, Comm, App.// || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard has missing elements or is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is missing many key elements and is hard to read. One cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * **Production** ||
 * Cinematography || App || Angles and shot choices are well thought out and enhance the content. || Angles and shot choices show a degree of skill but some may lead to distraction away from the message of the film || Camera positioning and movement tracking are not well used to enhance the film. || Camera positioning and movement tracking are distracting and appear happenstance. ||
 * Lighting || App || Key lighting is used correctly to lead to a superior product. || Lighting is used correctly in most instances, yet could be enhanced in others. || An attempt was made to light the subject, but often incorrectly. || Little planned lighting is used, relying almost solely on ambient lighting. ||
 * **Post-Production** ||
 * Editing || T&I, App || Clip choices and cuts are well thought out and enhance the content. The story-arc is obvious and well-crafted without pandering. || Clip choices and cuts show a degree of skill but some may lead to distraction away from the message of the film. The story arc is largely obvious and well crafted with few-to-no confusing scene choices || Clip choices and cuts leave a somewhat coherent story behind. The story arc is understandable, but confusing at times. Choices in clips not always complimentary to the story. || Clip choice and cuts distracting and appear random. The story arc is confusing, or barely present based on clip/scene choices. ||
 * Soundtrack || K&U, T&I, App || The music created adds emotional content to the piece and accents the video || The music created fits the emotional content of the video, but occasionally doesn't fit. || The soundtrack is original, but has enough flaws that it distracts the viewer. || The soundtrack is original, but is difficult to listen to for its flaws. ||
 * Sound-effects & Foley work || K&U, T&I, App || All sound effects & Foley work fits perfectly and seamlessly in the piece. || The occasional sound-effect or Foley work is mistimed or is too loud, but the work is largely successful. || Sound effects anad Foley work largely work, though volume or timing occasionally distract the viewer. || There are many flaws in either timing or volume which lead the viewer to disengage. ||
 * **Misc.** ||
 * Use of Time || //K&U, App// || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||
 * End Product || Comm || The resulting short is a masterful fusion of planning, camera-work, editing and sound || The resulting short is successful, but the occasional directorial/editing choice leave the piece short of perfection. || The piece contains many poor choices in camera work, editing, and/or sound. The viewer is often lead to distraction. || There might be a story, but it is lost in a morass of errors and lack of forethought. ||

2) GRAPHIC DESIGN / PHOTOGRAPHY

 * Evaluation:**
 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Proposal** ||
 * Use of planning skills, define timelines || //Thinking & Inquiry// || Project target dates/times are clearly defined. || Project target dates/times are largely defined. || There are many areas of project timeline overlap. || There are more than a few key areas not well thought out. Individual **will** have the project turned down. ||
 * **Pre-Production** ||
 * Storyboarding/ concept work || //K&U, T&I, Comm, App.// || Concepts work is perfectly laid out and all elements are so clearly written, labeled, or drawn that another student could create the product if necessary. || Concepts work is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the product after asking one or two questions. || Concept work is missing elements or is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Planning is missing many key elements and is hard to read. One cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * **Post-Production** ||
 * Editing || App || Clip choices and cuts are well thought out and enhance the content. The story-arc is obvious and well-crafted without pandering. || Clip choices and cuts show a degree of skill but some may lead to distraction away from the message of the film. The story arc is largely obvious and well crafted with few-to-no confusing scene choices || Clip choices and cuts leave a somewhat coherent story behind. The story arc is understandable, but confusing at times. Choices in clips not always complimentary to the story. || Clip choice and cuts distracting and appear random. The story arc is confusing, or barely present based on clip/scene choices. ||
 * Added effects || K&U, T&I, App || The addition of effects such as cursor zooms, or highlights is superior. || Generally the addition of effects is successful || Effects generally work, but enough flaws exist to be distracting || There are effects present, but don't function or are very distracting ||
 * Voiceover work || T&I, App || All voicework fits perfectly and seamlessly in the piece. || The occasional sound level or placement is mistimed or is too loud, but the work is largely successful. || Sound levels largely work, though volume or timing occasionally distract the viewer. || There are many flaws in either timing or volume which lead the viewer to disengage. ||
 * **Misc.** ||
 * Use of Time || //K&U, App// || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||
 * End Product || Comm || The resulting short is a masterful fusion of planning, camera-work, editing and sound || The resulting short is successful, but the occasional directorial/editing choice leave the piece short of perfection. || The piece contains many poor choices in camera work, editing, and/or sound. The viewer is often lead to distraction. || There might be a story, but it is lost in a morass of errors and lack of forethought. ||



3) Movie Short

 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Proposal** ||
 * Use of planning skills, define timelines || //Thinking & Inquiry// || Project target dates/times are clearly defined. Evaluation of each separate task is easily achieved. || Project target dates/times are largely defined. Occasional overlaps in shooting/project schedules are a result of un-defined, or poorly-defined tasks. || There are many areas of project timeline overlap. Individuals may run the risk of having the project turned down. || There are more than a few key areas non-tasked or well thought out. Individuals **will** have the project turned down. ||
 * Script || //K&U, T&I, App.// || The script is superb. There are relevant cues for the actors and for setting scene for both mood and content || The script has most of the relevant cues for the actors as well as for setting scene for both mood and meaning. || The script appears to be missing some elements that will in turn make it difficult for the actors and director to achieve success. || There are numerous key elements missing from the script. The actors would likely be better with only directorial guidance. ||
 * **Pre-Production** ||
 * Storyboarding || //K&U, T&I, Comm, App.// || Storyboard is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary. || Storyboard is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions. || Storyboard has missing elements or is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions. || Storyboard is missing many key elements and is hard to read. One cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions. ||
 * Shot List || //K&U// || There is a concise list of shots necessary to make the production a success and minimize time needed on location/set. || The list of shots is relatively complete. The production will likely be a success and with only marginal wait-times on location/set. || The shots list appear partially complete. There will be delays while filming on location/set. || The shots list is inadequate. Much time will be wasted on location/set trying to accommodate all of the shots needed. ||
 * **Production** ||
 * Cinematography || //App// || Angles and shot choices are well thought out and enhance the content. || Angles and shot choices show a degree of skill but some may lead to distraction away from the message of the film || Camera positioning and movement tracking are not well used to enhance the film. || Camera positioning and movement tracking are distracting and appear happenstance. ||
 * Lighting || //App// || Key lighting is used correctly to lead to a superior product. || Lighting is used correctly in most instances, yet could be enhanced in others. || An attempt was made to light the subject, but often incorrectly. || Little planned lighting is used, relying almost solely on ambient lighting by default (and not on purpose). ||
 * **Post-Production** ||
 * Editing || //App// || Clip choices and cuts are well thought out and enhance the content. The story-arc is obvious and well-crafted without pandering. || Clip choices and cuts show a degree of skill but some may lead to distraction away from the message of the film. The story arc is largely obvious and well crafted with few-to-no confusing scene choices || Clip choices and cuts leave a somewhat coherent story behind. The story arc is understandable, but confusing at times. Choices in clips not always complimentary to the story. || Clip choice and cuts distracting and appear random. The story arc is confusing, or barely present based on clip/scene choices. ||
 * Soundtrack || //App// || The music is C.C. and adds emotional content to the piece, accentuating the emotional content of the film. || The C.C.music created largely fits the emotional content of the video, but occasionally doesn't fit. || The soundtrack is original, but choices in volume/type/placement distracts the viewer. || The soundtrack is original, but is difficult to listen to for the flaws in its use. ||
 * Sound-effects & Foley work || //App// || All sound effects fit perfectly and seamlessly in the piece. All Foley work fits perfectly enhances the piece || The occasional sound-effect is mistimed or is too loud, but the work is largely successful. The occasional Foley-work is mistimed or is too loud, but the work is largely successful || Sound effects largely work, though volume or timing occasionally distract the viewer. Foley-work is acceptable, though volume or timing occasionally distract the viewer || There are many flaws in either timing or volume which lead the viewer to disengage. There are many flaws in either timing or volume which lead the viewer to disengage. ||
 * Voice-over and sound quality || //App// || Voice work is exceptional, appropriate distance and effects are placed so as to make the dialogue believable. Dialogue is crisp and completely clear. || Voice work is good, though dialogue or the effects placed on it occasionally distract and dialogue occasionally muffled. || The viewer is occasionally distracted by lapses or mis-timings in dialogue or in the content of the dialogue. Dialogue itself is often muffled, making it difficult to listen to the story. || Dialogue is inappropriate, or ill-timed to the video. Dialogue is captured poorly and is muffled and full of ambient sounds. ||
 * **Misc.** ||
 * Use of Time || //K&U, App// || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||
 * Teamwork - communications || //Comm// || Excellent communication with cast and crew about roles, tasks or issues should they rise. No remediation necessary. || Considerable communication with cast and crew about roles, tasks or issues should they rise. No significant remediation necessary. || Some communication with cast and crew about roles, tasks or issues should they rise. Little remediation necessary. || Poor communication with cast and crew about roles, tasks or issues should they rise. Remediation was necessary. ||



4) PORTFOLIO
Please ensure the logsheet is filled out and submitted with the portfolio
 * Evaluation:**
 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Pre-Production/Proposal** ||
 * Use of planning skills, define timelines || //Thinking & Inquiry// || Project target dates/times are clearly defined. Evaluation of each separate task is easily achieved. || Project target dates/times are largely defined. Occasional overlaps in shooting/project schedules are a result of un-defined, or poorly-defined tasks. || There are many areas of project timeline overlap. Individuals may run the risk of having the project turned down. || There are more than a few key areas non-tasked or well thought out. Individuals **will** have the project turned down. ||
 * **Post-Production** ||
 * Editing || App || Portfolio choices are well thought out and enhance the content. The narrative is obvious and well-crafted. || Choices show a degree of skill but some may lead to distraction away from the product. || Choices leave a somewhat coherent product. Choices in presentation not always complimentary to product. || Choices appear random. The product is confusing, or barely present. ||
 * **Misc.** ||
 * Presentation || K&U || Student presents work superbly. Well rehearsed and doesn't rely on cues || Student presents work well. Well rehearsed and relies on some cues. || Student relies on cues, there are some pauses and partial lack of preparation. || There is a distinct lack of preparation ||
 * Use of Time || //K&U, App// || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||
 * End Product || Comm || The resulting short is a masterful fusion of planning, camera-work, editing and sound || The resulting short is successful, but the occasional directorial/editing choice leave the piece short of perfection. || The piece contains many poor choices in camera work, editing, and/or sound. The viewer is often lead to distraction. || There might be a story, but it is lost in a morass of errors and lack of forethought. ||