Instructional Videos and Tutorials

UNDER CONSTRUCTION

Explanation:

You will create a tutorial or instructional video that teaches a specific skill.

Please note: for the 2014-15 school year, this is also a category in the TVT student festival.

Learning Quests:

Quest 1:

• Learn about instructional videos by watching the first 12:44 of this video: https://youtu.be/o6o_6R2lbE4. (After that point, he talks about microphones and job offers -- they don't really apply to our purposes.)
  • Then, please use the content of the video to complete the green boxes (and only the green boxes) on this Google Doc: https://docs.google.com/document/d/1hZ-E66xQHR_ZV72PKU6ffoemW4rb9AXj2Ssv7GbMQUE/edit?usp=sharing

Quest 2: Learning through Viewing and Evaluating

• Next, you will search for and select two instructional videos on YouTube. The subject should be one of the five topics that you identified at the end of yesterday's activity.
  • One video should be really good, demonstrating the qualities that make a clear and valuable instructional video.
  • One video should be bad, demonstrating what NOT to do. --
  • The length of each 'model' or 'anti-model' video should be no more than 4:00 minutes (although your project will be 1:00-3:00). Add your information to this spreadsheet: https://docs.google.com/spreadsheets/d/1iXPPk8HbN7EsN1ln7TmbiYAuGkvNx0_k96mubxKq3a4/edit?usp=sharing

Production Quests:

Quest 3: Learning through Production

• Apply your new understanding to the planning of your production. Your production should demonstrate the incorporation of the new knowledge developed through your research.
• Create / Plan
  • Read the attached document describing the assignment (https://drive.google.com/open?id=1A3ZKfv64ar3pozIWrEVYIgs6dOfQlfgr)
  • Now, Fill out the Google Form (https://forms.gle/MN6WCgVmSTZ5AgeG6) to demonstrate your understanding of the assignment and select your topic. (Note: once you select your topic, you can only change it with approval of your teacher...so choose wisely!
  • Think through the entirety of the process that we're teaching to our audience: https://docs.google.com/document/d/19MfrVioylpLijeyRS1va4n1Gdx3ZzCgs_14VE_UKtPE/edit?usp=sharing
  • Finally, storyboard your plan.
    • Review what a storyboard looks like by looking at "sample storyboard" image: https://drive.google.com/file/d/1zlEoV8MRxaFqi7WIyIHuDFFp6WeObofm/view?usp=sharing Notice that:
      • (1) Each frame shows what the audience will see in the final edit. If there is a close-up, the storyboard frame shows the details that will be visible inside the frame.
      • (2) The variety of shots are represented.
      • (3) Words underneath the images describe what the viewer sees or hears while that shot is on the screen.
      • (4) Any text/graphics that will be included are represented on the screen.
    • Assignment: Use one of the following options for storyboarding your assignment (choose the one that best meets your individual needs -- none of these is superior to the others):
      • (1) Print at least two copies of the this storyboard sheet: https://drive.google.com/file/d/1qy5ypDPb0lyFAHfROJ8ibbgLlex09XSi/view?usp=sharing, OR
      • (2) Take a sheet of paper (blank or lined) and fold it in half (hot dog-style). Then fold the paper in thirds. When you open it, you will have six squares per page. Draw one frame in each of the six squares. After you've drawn your storyboard (remember, artistic skills are not required -- just the willingness to communicate visually).
    • Once your storyboard is complete, show it to Ms. Kramer for approval.
• Produce your video by filming & editing.
• Self-Assess / Track Alignment to AVP Standards

Quest 4: Screening and Reflection

• Reflection
  • Post video by doing BOTH of the following:
    • Uploading exported video to your Google Drive.
    • Uploading exported video to the "ZAN" Server
  • Reflect on the final product
    • Respond to the work
      • Complete the blue reflection form (available in links on left side of this page); make your own copy of the document; complete in your Google Drive, then share completed reflection with Ms. Kramer.
      • Create a blog post (http://blog.mtlsd.org/MediaArts/) that demonstrates your reflection. As appropriate, please consider discussing the following:
        • How the production ended up being the way it is.
        • Strengths you see in the final work.
        • Weaknesses you hope to address in a revision or in future work.
        • Connect your work to other artists and other works
• Screening
  • Screen the work for the class, sharing your insights and what you've learned through the process of producing the work. Moderate a discussion of your peers' positive comments and constructive criticism.

Revision Quests:

Quest 5: (Optional) Revise and re-release

• Using your reflections and your peers' reviews and comments, create and plan a revision of the work. Your revision must represent a major rethinking and/or reshooting of the project.
  • Minor changes are welcomed and encouraged on your submitted works; however, they will not qualify as a full revision.
• Produce the revised work.
• Screen the revised work in class (please note: you will not screen the revision on a regular screening day).
• Connect: work with peers to discuss the improvements and recognize new strengths and possible weaknesses.