Tag Archives: storyboard

Video Advertisement Group Project

“Rocks are metaphors.” – D. Sader

“They are just piles of rocks.” – K. Lumayko

In ELA 10 we have been discussing gender inequality: particularly as inequalities are portrayed in advertisements.

We think it would be interesting to create our own TV advertisements. So here is what we are going to do:

  • write a script and storyboard for a 30 second TV commercial (2 days)
  • reinforce gender stereotypes, take advantage of bias to sell the product
  • use iMovie and export to youtube and embed in a post (3-5 days)
  • oh, the product is 500g of parking lot gravel

I have 5 digital video cameras, so a maximum of five groups makes sense.

Let me know what groups you’ve made in a comment below.

Post a link to your script/storyboard for approval before you begin filming.

Video Project: Brave New World

Students will listen, speak, read, write, view, and represent to:

  1. Explore thoughts, ideas, feelings, and experiences
  2. Comprehend literature and other texts in oral, print, visual, and multimedia forms, and respond personally, critically, and creatively.
  3. Manage ideas and information
    • determine inquiry or research requirements
    • follow a plan of inquiry
  4. Create oral, print, visual, and multimedia texts, and enhance the clarity and artistry of communication
  5. Respect, support, and collaborate with others

Specific Outcomes:

  1. Students will produce a Project Proposal plan in response to Mustapha Mond’s Department of Propaganda .
  2. Students will internalize focus questions.
  3. Students will identify Propaganda Techniques.
  4. Students will infuse ICT outcomes.
  5. Students will work well with others in groups.
  6. Students will prepare a script, storyboard, and a 3-5 minute video.
  7. Students will experience shooting video with a Canon FS10 and editing video with iMovie 08.
  8. Students will improve their “TIC” (Technique, Insight, Communication).

Learning Activities and Strategies:

Roles: Leader, Editor, Script Writer, Actor/ress

Students will produce a 3-5 minute video roleplaying an employee of Mustapha Mond’s Department of Propaganda:

  • select one of 4 “Subdepartments
  • select focus questions from World Perspectives–The Social Experience
    • What are our responsibilities to others?
    • What is “truth” and what is “justice”?
    • What is the nature of ambition and power?
    • What is social criticism?
    • How can we make the world a better place?
  • submit a Proposal be approved by a group leader and teacher.
  • determine lighting, sound effects, props, locations.
  • submit storyboard and script to be approved by a group leader and teacher.

Resources and Materials:

Assessment/Evaluation:

  • /1 Proposal
  • /1 Script/Storyboard
  • /8 Video Project
  • /1 Burn, upload, share video

Timeline:

  • 2 weeks

Rubric:

  • rubric.png

Reminders:

With the resources and virtually unlimited media access of the State, your job is to help design and shoot a public service announcement for your subdepartment to be broadcast over the airwaves and through the digital pipes of our world

  • Your video presentation should be polished and smooth, upbeat yet to the point, and simple but catchy.
  • It must effectively and dramatically convey the message that obedience to the values and organization of our society leads to individual virtue and sanity, thereby bringing about stability and happiness for all.
  • The broadcast should last between 4-5 minutes and should be perfectly understandable and equally digestible to both an Alpha-Plus and Delta-Minus.
  • Your message will be broadcast tens of thousands of times over weeks and even months and millions of viewers will be exposed to it, so your work must be of the highest quality. It cannot seem stale and boring after only a handful of viewings.

In selecting you to work in his Department of Propaganda, Mustapha Mond has the highest confidence in your ability to produce creative work realizing these high expectations. In particular, he wishes that you not lose sight of the following questions:

  • How can you fashion your message so as to gain maximum acceptance by the target audience?
  • What tricks can you use to make your message seem reasonable and not overbearing?
  • What techniques can you use to influence people without their feeling manipulated or controlled?
  • Is your message upbeat and is the tone appropriate to our brave new world?
  • Will your slogans and/or jingles stay in people’s minds afterwards? Are they simple? Are they catchy?
  • Is the video broadcast polished and attention grabbing?
  • Does it reinforce the core message of your subdepartment, as well as the general values of the World State?

Computer Option 9 Course Outline

PHILOSOPHY AND RATIONALE
Computer Option 9 significantly overlaps the provincially developed Information Processing strand of Career and Technology Studies (CTS). Philosophy, rationale. general outcomes, and assessment instruments(rubrics) are derived from the provincially developed course with variations in delivery, instructional time, and level of difficulty to meet the needs of Grade 9 students.

The 5 periods per cycle of scheduled instructional time for this course includes additional instructional time for Language Arts 9.

GENERAL OUTCOMES
Within an applied context relevant to personal goals, aptitudes and abilities; the student in Computer Option 9 will:

  • demonstrate the basic knowledge, skills and attitudes necessary for achievement and fulfillment in personal life
  • use technology effectively to link and apply appropriate tools, management and processes to produce a desired outcome
  • develop basic competencies by:
  • managing learning
  • managing resources
  • communicating effectively
  • working with others
  • demonstrating responsibility

SPECIFIC OUTCOMES
INF1020 Keyboarding 1
Detailed Outcomes
50% 3 ALL KEYS Tests scored over 20 wpm. Tests must be passed consecutively within the same five day period.
40% Exercises, drills, timings.
10% Workstation Routines

INF2030 Keyboarding 2
Detailed Outcomes
50% 6 ALL KEYS Tests scored over 30 wpm. Tests must be passed consecutively within the same five day period.
40% Exercises, drills, timings.
10% Workstation Routines

INF1030 Word Processing 1
Detailed Outcomes
10% Planning
50% Final Project: A portfolio
30% Technical Skills
10% Workstation Routines

INF1040 Graphic Tools
Detailed Outcomes
10% Planning
50% Final Project: A portfolio
30% Technical Skills
10% Workstation Routines

INF1060 Spreadsheet 1
Detailed Outcomes
45% Technical Skills: Creation
45% Technical Skills: Manipulation
10% Workstation Routines

INF1070 HyperMedia Tools
Detailed Outcomes
10% Storyboard
50% Final Project
30% Technical Skills
10% Workstation Routines

INF2200 Information Highway 2
Detailed Outcomes
70% Design Skills and Editing; text, graphics, style; accuracy, grammar, quality
20% Planning: research, preparation, basic functions
10% Workstation Routines

ASSESSMENT
Each module will be assessed with cumulative averaging. Final grades will be assigned to completed modules only. Assessment weightings/rubrics are derived from the provincially developed courses. Prompts for writing assignments are derived from the concurrent delivery of Language Arts 9.

Information Processing General Outcomes

PHILOSOPHY AND RATIONALE
Information Processing 10 significantly overlaps the provincially developed Information Processing strand of Career and Technology Studies (CTS). Philosophy, rationale. general outcomes, and assessment instruments(rubrics) are derived from the provincially developed course with variations in delivery, instructional time, and level of difficulty to meet the needs of Grade 10 students.

GENERAL OUTCOMES
Within an applied context relevant to personal goals, aptitudes and abilities; the student in Information Processing 10 will:

  • demonstrate the basic knowledge, skills and attitudes necessary for achievement and fulfillment in personal life
  • use technology effectively to link and apply appropriate tools, management and processes to produce a desired outcome
  • develop basic competencies by:
  • managing learning
  • managing resources
  • communicating effectively
  • working with others
  • demonstrating responsibility

SPECIFIC OUTCOMES
INF1020 Keyboarding 1
Detailed Outcomes
50% 3 ALL KEYS Tests scored over 20 wpm. Tests must be passed consecutively within the same five day period.
40% Exercises, drills, timings.
10% Workstation Routines

INF2030 Keyboarding 2
Detailed Outcomes
50% 6 ALL KEYS Tests scored over 30 wpm. Tests must be passed consecutively within the same five day period.
40% Exercises, drills, timings.
10% Workstation Routines

INF1030 Word Processing 1
Detailed Outcomes
10% Planning
50% Final Project: A portfolio
30% Technical Skills
10% Workstation Routines

INF1040 Graphic Tools
Detailed Outcomes
10% Planning
50% Final Project: A portfolio
30% Technical Skills
10% Workstation Routines

INF1060 Spreadsheet 1
Detailed Outcomes
45% Technical Skills: Creation
45% Technical Skills: Manipulation
10% Workstation Routines

INF1070 HyperMedia Tools
Detailed Outcomes
10% Storyboard
50% Final Project
30% Technical Skills
10% Workstation Routines

INF2200 Information Highway 2
Detailed Outcomes
70% Design Skills and Editing; text, graphics, style; accuracy, grammar, quality
20% Planning: research, preparation, basic functions
10% Workstation Routines

ASSESSMENT
Each module is a one credit course and will be assessed with cumulative averaging. Final grades will be assigned to completed modules only. Assessment weightings/rubrics are derived from the provincially developed courses.