Dimensions of
Performance |
Needs
Improvement
1
|
Satisfactory
2
|
Accomplished
3
|
Excellent
4
|
Planning
Research, Storyboarding, and Rehearsal |
Students need help to
research and write a script. The storyboard does not match
the final production. Some group members have roles and some
perform very few tasks. Some video vocabulary and floor
language is used during rehearsals. Students need to be
reminded to stay on task |
Students need help to
research and write a script. There is a storyboard that is
adhered to during production. Most group members have roles
and use some video vocabulary and floor language during
rehearsals. Students need to be reminded to stay on
task. |
Students research and
write a compelling and creative script. The storyboard is
drawn carefully with shot compositions included. All group
members have their and use video vocabulary and floor
language during rehearsals. |
Students research
independently and write a compelling and creative script.
The storyboard is drawn carefully with set design and shot
compositions included. All group members define their roles
and use video vocabulary and floor language during
rehearsals. |
Production
The technical use of video equipment, floor language, set
design, and shot composition |
The final production has
technical errors. One student knows floor language, only one
operates the camera. Equipment is not cared for properly. It
looks like no thought is put into set design or shot
composition. |
The final production has
some technical errors. Few students know floor language,
only one operates the camera. Equipment is not always cared
for properly. The set design and shot composition somewhat
enhance the topic |
The final production is
free of technical errors. Some students use floor language
and some operate camera and mic. Equipment is used
effectively and usually stored properly. The set design and
shot composition enhance the topic. |
The final production is
free of technical errors. All students know and use floor
language and how to operate camera and mic. Equipment is
carefully cared for, respected, and always stored properly.
The set design and shot composition enhance the
topic. |
Content
Topic of the presentation |
Video is confusing and
difficult to understand. Art and/or artist is discussed but
not at all compelling to watch. |
Video uses factual, but
confusing information. It gives an understanding of the art
and artist but is not necessarily targeted for the classroom
audience. |
Video uses factual
information that is compelling to watch. Dialogue gives a
clear understanding of the art and artist. |
Video uses factual
information that is compelling to watch and presented in a
creative manner. Dialogue gives a clear understanding of the
art and artist. |
Participation
Individual and groups work |
Students make poor choices
for group members. The group is unable to complete the video
in a timely fashion |
Students select group
members according to social desires. Some students in the
group participate actively. Few students excel in the
activities |
Students select group
members based on good working relationships. All students in
the group participate actively 100% of the time. Most
students excel in the activities |
Students select group
members based on good working relationships. All students in
the group participate actively 100% of the time. Each
student excels in every activity |
Adapted from: http://www.jordan.palo-alto.ca.us/department/public/art~mmedia/vrubric.html
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