Grade 11 > Grade 11 Performance Task And Evaluation
Timelines, Due Dates, Evaluations
Part One: A Storyboard OR Shot List submitted to the Google Classroom
Start Monday, December 16, 2019
DUE Thursday, December 19, 2019 at the end of class in PRINT form submitted to the teacher
Start Monday, December 16, 2019
DUE Thursday, December 19, 2019 at the end of class in PRINT form submitted to the teacher
Performance Task Part A: Shot List or Storyboard |
Part Two: Film and edit
Start Friday, December 20, 2019
DUE Friday, January 17, 2020 uploaded to the classroom as mp4
Start Friday, December 20, 2019
DUE Friday, January 17, 2020 uploaded to the classroom as mp4
Performance Task Part B: Edited Video |
Part Three: Presentation
Period 2 of the exam schedule
Friday, January 24, 2020 at 8:30 a.m in room 125 for Period Two
Period 2 of the exam schedule
Friday, January 24, 2020 at 8:30 a.m in room 125 for Period Two
Performance Task Part C: Presentation |
Scope
You are to produce your own story based video using all the skills that you acquired in grade 11 communications technology. You are to do your own pre-production work (shot list or storyboard), your own filming using your classmates as actors (unless you wish use a tripod and film yourself), and your own editing.
There is no minimum timeline expectation for your performance task, however, you need enough to account for your skills. A minimum of 2 minutes is a guideline, keeping in mind that a quality video of 2 minutes wins over a longer video of poor quality. However, if you are working with a partner, the plot of the story will need to be more involved. This means more plot setbacks. Therefore, a minimum of 4 minutes is required.
There is no minimum timeline expectation for your performance task, however, you need enough to account for your skills. A minimum of 2 minutes is a guideline, keeping in mind that a quality video of 2 minutes wins over a longer video of poor quality. However, if you are working with a partner, the plot of the story will need to be more involved. This means more plot setbacks. Therefore, a minimum of 4 minutes is required.
Recommendations for Success
We want you to have a successful performance task. Since a lot is at stake, here are recommendations to ensure your success.
Cast one main character. Find someone who will reciprocate the favour for your performance task video. Other characters may be used, however, using them in minor roles is recommended.
Cast one main character. Find someone who will reciprocate the favour for your performance task video. Other characters may be used, however, using them in minor roles is recommended.
Production Counts - Suspend Disbelief
This is a fancy way of saying that you should make your video in such a way that the viewer buys into what is happening. The viewer should willingly forget that the actors are actors, but real people encountering real problems. Therefore, you should avoid the pretend scenarios like casting a teenager as an adult unless they actually look 23 years old. Conversely you should avoid casting 20 or 30 somethings as teenagers as they often do in the movies. The only thing a classroom looks like is a classroom. No matter how close you film, a classroom never looks like a garage or living room. Therefore, if you are not going to plan to film in such a location, DON’T put it in your story. Perhaps you can create a school based scenario. Plan to film in an alternate location if and only if you have has success completing your projects on time.
Continuity counts
Clothing changes denote a change in time. If your clothes change during a scene, it can be jarring. Have your actor bring a hoodie and have him wear it every day you shoot.
Film immediately
This will allow you the opportunity of not rushing the editing process, which should include adding a soundtrack and controlling the audio levels. If your edited sequence doesn’t work the way you want it to, you can always refilm.
Filming is part two of the storytelling process, therefore, include more angles OF THE SAME ACTION, than what you may have planned. (This does not mean that your shot list or storyboard doesn’t have to be detailed.) You will have more editing choices for cutting on action. Include many POV shots. It may augment your story telling. You can always take them out later.
Composition counts
Close shots usually have more impact, therefore, get close. Tweak your composition in post production if you have to.
Editing
Editing is part three of your storytelling. If a shot doesn’t work, leave it out. If the sequence doesn’t work, rearrange it. If it still doesn’t work, re-film.
Sound Matters
Clear sound while filming matters and post production sound which may include foley sound matters. Choosing whether or not you will have a soundtrack and how you place it in your video may make or break your video. Don't sell yourself and budget your time accordingly to ensure that sound is used effectively.
This is a fancy way of saying that you should make your video in such a way that the viewer buys into what is happening. The viewer should willingly forget that the actors are actors, but real people encountering real problems. Therefore, you should avoid the pretend scenarios like casting a teenager as an adult unless they actually look 23 years old. Conversely you should avoid casting 20 or 30 somethings as teenagers as they often do in the movies. The only thing a classroom looks like is a classroom. No matter how close you film, a classroom never looks like a garage or living room. Therefore, if you are not going to plan to film in such a location, DON’T put it in your story. Perhaps you can create a school based scenario. Plan to film in an alternate location if and only if you have has success completing your projects on time.
Continuity counts
Clothing changes denote a change in time. If your clothes change during a scene, it can be jarring. Have your actor bring a hoodie and have him wear it every day you shoot.
Film immediately
This will allow you the opportunity of not rushing the editing process, which should include adding a soundtrack and controlling the audio levels. If your edited sequence doesn’t work the way you want it to, you can always refilm.
Filming is part two of the storytelling process, therefore, include more angles OF THE SAME ACTION, than what you may have planned. (This does not mean that your shot list or storyboard doesn’t have to be detailed.) You will have more editing choices for cutting on action. Include many POV shots. It may augment your story telling. You can always take them out later.
Composition counts
Close shots usually have more impact, therefore, get close. Tweak your composition in post production if you have to.
Editing
Editing is part three of your storytelling. If a shot doesn’t work, leave it out. If the sequence doesn’t work, rearrange it. If it still doesn’t work, re-film.
Sound Matters
Clear sound while filming matters and post production sound which may include foley sound matters. Choosing whether or not you will have a soundtrack and how you place it in your video may make or break your video. Don't sell yourself and budget your time accordingly to ensure that sound is used effectively.
The Story
This is your choice. Use the typical story arc for any story based video. The main character encounters a problem that he or she has no choice, but to overcome it. (In such a short video, it’s best to introduce this problem in the first scene.) While trying overcome this problem, he or she encounters a series of setbacks, one of which, is usually a really big setback. The main character encounters and overcomes a final setback. The problem is solved. Let the editing drive the pace and the emotion of your film. If you choose to work with a partner, you will need more setbacks.
Part One - A Printed Shot List or a Storyboard
You are to create a comprehensive shot list outlining the details of each and every shot you are to include in the final video. Use the provided template in your Halton Cloud account in the folder that you share with the teacher. Do all your word processing in the Halton cloud using a copy of the shot list template. Or, create a storyboard using the same template that we have used throughout the semester.
Make sure that you are including important descriptions which outline the storytelling techniques that you learned in grade 11 communications technology. They include terms like cut on action, cutaway, montage, point of view (POV).
Make sure that you are including important descriptions which outline the storytelling techniques that you learned in grade 11 communications technology. They include terms like cut on action, cutaway, montage, point of view (POV).
Part Two - Film and Edit
Use a camera that you are comfortable with. There’s no sense using a DSLR if you slacked off during the cinematography unit; or if you think a shutter speed is the speed in which you close the window blinds; or if you think exposure is something that happens if you get really cold when you are in freezing weather for too long; or if you don't know the difference between a lens cap and a baseball cap; or if you think depth of field is how much grass in in the football field; or if you think that camera focus is the ability to stare at a camera for a long time.
Have all your filming done by Friday, January 11th. This will give you the last week to edit and re-film if necessary. Availability of cameras will not be guaranteed after January the 12th.
Have all your filming done by Friday, January 11th. This will give you the last week to edit and re-film if necessary. Availability of cameras will not be guaranteed after January the 12th.
Part Three - Presentation
You will show your final video and discuss it using the provided questions as a guideline. Not being a distraction and listening during presentations is as important as presenting your own video. You will be marked on that too.