TGJ4M_MMProduction_culminating_task

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 =Assignment #8 - PSA/News - for people NOT going on into film/tv in post-secondary=

In this activity, you will report on a news story or develop a PSA tied in to your school or community. Some ideas include a new school policy, success of a team, some impactful message that your community is trying to convey/support (e.g. raising money for Syrian family) or a piece about a community business with great corporate social responsibility.

Guidelines


 * The video must include 10 - 15 shots.
 * It must include a sequence of at least five shots.
 * You must submit a shot list [[file:jmcintyre/TGJ4M_Shot_List.rtf|SHOTS LIST]]
 * You must submit a script for a short reporter stand-up segment.
 * You must submit a project proposal [[file:jmcintyre/TGJ4M_NewsStoryProjectProposal.rtf|PROJECT PROPOSAL]]
 * The video should be about 1 minute in length.
 * The video must include b-roll footage.
 * The video must incorporate [|supers] and or [|bumpers]
 * You must use appropriate video editing techniques (J/L cuts etc...).
 * You must apply the journalistic code of ethics.

__**Submit your shot list, scripts, and project proposal in an email to the teacher for approval before you begin filming.**__

Upon approval, you may begin filming your interviews, b-roll footage, and if appropriate reporter stand-up according to your shot list.

Remember to acquire any needed permission for filming on school or community grounds and when filming minors.


 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Proposal** ||
 * Use of planning skills, define roles of group members || //Thinking & Inquiry// || Member roles are unique and clearly defined. Evaluation of each separate individual is easily achieved. || Member roles are largely defined. Occasional overlaps as a result of un-defined, or poorly-defined tasks. Individual evaluation is still relatively easily achieved. || Member roles are not entirely clearly defined. There are many areas of overlap, and other areas not entirely allocated for individuals. Individuals may run the risk of having the project turned down. || Member roles are not clearly defined. There are many areas of overlap. Furthermore, there are more than a few key areas non-tasked. 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. ||
 * Pitching the film || //Communication// || The 'pitch' appears professional. The story idea is sound, the script is complete. All legal and ethical standards are met. All roles are defined in detail and everything necessary pre-production have been addressed. || The 'pitch' appears professional. There are a few missing items, but largely, everything necessary pre-production has been addressed. All, legal and ethical standards are met || There are several items that need addressing before pre-production should start. Mostly all legal and ethical standards are met || The 'pitch' appears un-professional. Almost everything needs to be addressed before a green-light is given for pre-production. All legal, but only some ethical standards are met ||
 * **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 colleagues about roles, tasks or issues should they rise. No remediation necessary. || Considerable communication with colleagues about roles, tasks or issues should they rise. No significant remediation necessary. || Some communication with colleagues about roles, tasks or issues should they rise. Little remediation necessary. || Poor communication with colleagues about roles, tasks or issues should they rise. Remediation was necessary. ||

=Assignment #8 - Culminating Task - Short Movie Production - for people focusing on film/tv in post-secondary=


 * Task**: You are to produce a short movie, that runs no more than 4 minutes long, that incorporates all of the elements we've discussed in this unit. The topic is up to your group.

You will be making the project oriented around making a "trailer" for a book. The book can be a regular-length book, or it can be a short story (like[| I am Legend], or most [|Phillip K Dick] stories). Film is to be 1:00 minute or less in length. Focus on all aspects of filmmaking taught in class from planning to lighting to sound. Final product is to be rendered wmv 1080p at 30fps. Production groups will be no more than 3, though groups are not required.

In order to get a "green light" the production team must:  =PRIZES!!!!!= [|Ottawa Public Library competition details] (generally: all CC music/sounds and 1min in length - iPad prize & SAW workshop- open to all Ottawa) - spring submission [|Children's Mental Health Ontario competitions details]. (no more than 3 minutes long, all CC music/sounds $2000 for first place, $500 for 2nd place - open to all Ontario) - spring submission [|It's Your Job: Prevention Starts Here (workplace safety)]: $2000 1st place, $1500, $1000. - spring submission [|15 Second Horror]: Surprise prizes OCTOBER 15th [|JUST DRIVE]: Speak Out and Maybe Get Paid - Allstate Deadline November 14th - $1000 [|GoTechGirl!] $250 prize - spring submission
 * approach the funding source (me) with a complete proposal for filming including:
 * storyboard,
 * shots list [[file:TGJ4M_Shot_List.rtf|SHOTS LIST]]
 * detailed breakdown of time-lines and responsibility [[file:tgj4m_GroupProjectResponsibilitiesSheet.rtf|GROUP PROJECTS WORKSHEET]]
 * draft script [|USE CELTX-]please ensure you [|line your script]to include relevant production cues

Actors are expected, props, if necessary. Discussion with writers on script is recommended.


 * ===CATEGORY=== || ===Breakdown of curriculum=== || ===Level 4=== || ===Level 3=== || ===Level 2=== || ===Level 1=== ||
 * **Proposal** ||
 * Use of planning skills, define roles of group members || //Thinking & Inquiry// || Member roles are unique and clearly defined. Evaluation of each separate individual is easily achieved. || Member roles are largely defined. Occasional overlaps as a result of un-defined, or poorly-defined tasks. Individual evaluation is still relatively easily achieved. || Member roles are not entirely clearly defined. There are many areas of overlap, and other areas not entirely allocated for individuals. Individuals may run the risk of having the project turned down. || Member roles are not clearly defined. There are many areas of overlap. Furthermore, there are more than a few key areas non-tasked. 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. ||
 * Pitching the film || //Communication// || The 'pitch' appears professional. The story idea is sound, the script is complete. All legal and ethical standards are met. All roles are defined in detail and everything necessary pre-production have been addressed. || The 'pitch' appears professional. There are a few missing items, but largely, everything necessary pre-production has been addressed. All, legal and ethical standards are met || There are several items that need addressing before pre-production should start. Mostly all legal and ethical standards are met || The 'pitch' appears un-professional. Almost everything needs to be addressed before a green-light is given for pre-production. All legal, but only some ethical standards are met ||
 * **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 colleagues about roles, tasks or issues should they rise. No remediation necessary. || Considerable communication with colleagues about roles, tasks or issues should they rise. No significant remediation necessary. || Some communication with colleagues about roles, tasks or issues should they rise. Little remediation necessary. || Poor communication with colleagues about roles, tasks or issues should they rise. Remediation was necessary. ||