Planning Makes Perfect: How to Plan Your -ISM (N.) Video

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How to Plan Your -ISM Video: Planning Makes Perfect

The -ISM group project works at several different levels: at the overt level, you and your partners make a video about an "-ism" and how to attack it, but at a deeper level, the group itself is a learning tool. By struggling with the intentionally vague demands of the task (no one forced you to decide on what topic you focused, who was in the group, who did what task, etc.) you should uncover knowledge about how groups work and what groups skills you possess. By engaging in this project, you are living diversity, not just reading about it!

Important Note: The information provided on this page is required reading for the course. Please read all of this page before you prepare your storyboard and pay special attention to the rubric you will be using to evaluate your work. How you plan and execute your video will determine the grade you will receive. Please plan ahead and speak with the instructor if you have questions or need help.

-ISM(N.) Video Storyboard Template: You may use this template (the document is in PDF format) to plan your video.

More information about how to create a storyboard is found below and at this website, this one, and this one. too.

Sample -ISM video: The following video is an excellent -ISM video created recently by students in this class.

>>>>Click Here to View Sample -ISM Video on GoogleDrive<<<<

Making great movies takes more than cameras, tripods, editing equipment, etc., of course. First you need the right raw material. Some advance planning will help ensure that you have the money shots. And following some basic videography techniques will make for more-professional results.

Planning means "developing an outline"--in Hollywood parlance, a storyboard--that lists the shots you'll need in order to tell your tale. Professional moviemakers storyboard every scene and camera angle. You don't have to go that far, but you will tell a better story if you plan some shots.

Consider starting with an establishing shot that clues viewers in on where your story takes place: for example, a shot of the swimming pool (see the examples on the right). To show the big picture, zoom out to your camera's wide-angle setting.

From there, you might cut to a medium shot that introduces your movie's subject: little Bobby preparing to belly flop off the diving board. Next, you might cut away to Mary tossing the ball. Cut back to Bobby, and then finish with a long shot of the entire scene.

And remember, you don't necessarily have to shoot every scene in chronological order-sequencing your shots is what editing is for. For example, shoot Mary's throw any time you like and edit it later into the proper sequence.

Also keep in mind that your subjects should move, not your camera. Nausea-inducing camera work is a common flaw of amateur videos. Too many people mistake a video camera for a fire hose: they sweep across a scene, panning left and right and back again. This technique is frequently called the "headache pan." Or they ceaselessly zoom in and zoom out, making viewers wonder whether they're coming or going.

A better practice is to stop recording, move to a different location or change your zoom setting, and then resume. Varied camera angles and zoom settings makes for a more interesting video. If you must pan--perhaps to capture a dramatic vista--do it slowly and steadily.

Another trick to shooting a panning shot is to follow some action, e.g., follow Billy walking around the pool to establish the scene, rather than panning around the pool area without any action.

Vary shot lengths. Your movie will be more engaging visually if you do. Use longer shots for complex scenes, such as a wide shot of a city street, and shorter shots for close-ups or reaction shots.

Finally, you should attempt to avoid...

The Seven Deadly Video Recording Sins:

Headhunting--placing every subject in the center of your frame.
Motorzooming--overuse of on-screen zooms.
Rooting--staying in one spot instead of looking for interesting angles.
Firehosing--panning all over the scene.
Upstanding--shooting everything from standing eye-level.
Snapshooting--taping only two or three seconds per shot.
Backlighting--too much light falling on the background instead of on the subject.

-ISM(N.) Video Storyboard Template: You may use this template (the document is in PDF format) to plan your video. More information about how to create a storyboard is found above and at this website.

More Video Editing Help

For assistance with digital (i.e., computer-based) editing using iMovie and many other digital movie products, go to the YouTube. Please contact the course instructor if you need help. It is important to set up appointments for video help at least a week or more before the due date!

-ISM(N.) Video Storyboard Template: You may use this template (the document is in PDF format) or the website Storyboard That to plan your video. More information about how to create a storyboard is found above and at this website, this one, and this one. too.

-ISM(N.) Video Scoring Rubric

How Will My -ISM(N.) Video Be Evaluated? (Download a copy here--> -ISM VIdeo Scoring Rubric) The -ism group members will complete the rubric and hand in to the instructor on the day the video is presented.

The following scoring rubric will be used to evaluate the -ISM(N.) videos developed for this course:
- 0.0-0.9 (0-9 points): Video is incomplete, doesn't possess the minimum elements for a passing grade (see below), or is completed in such a way that it does not display professional-level commitment to quality work. The video is 0-40% original content (i.e., visuals and/or soundtrack).
- 1.0-1.9 (10-15 points): Video is minimally passing. All basic elements may present, but the elements may not flow smoothly or are poorly executed. The topic of the video may not be appropriate or is discussed in a cursory or frivolous manner. The video is 40-60% original content (i.e., visuals and/or soundtrack).
- 2.0-2.9 (16-20 points): Video satisfies all basic requirements for this assignment, i.e., the video is 3-8 minutes long, discusses an "-ism" in such a way that the viewer learns something about the topic, and the production values of the video displays general familiarity with the basic tenets of video production as described above. Few (no more than 3-4) technical glitches are apparent. Lighting and sound are of good quality (no more than 3-4 errors in lighting and sound). The group's "-ism" is treated in a respectful and earnest manner. The video is 60-80% original content (i.e., visuals and/or soundtrack).
- 3.0-3.5 (21-25 points): Video satisfies all basic requirements for this assignment, plus is executed with a high degree of precision, creativity, and scholarship. This higher degree of performance would include several of the following video planning or editing elements: The group hands in a completed storyboard and/or script at least one week before the video is due. Very few (no more than 1-2) technical glitches are apparent. Lighting and sound are of very good quality (no more than 1-2 errors in lighting and sound). The video includes an inserted sound track or second audio track. The video includes computer-generated graphics and/or titles. The video employs fades, wipes, or other sophisticated transition elements. The group's "-ism" is explored in an especially meaningful and scholarly manner. The video is 80-95% original content (i.e., visuals and/or soundtrack).
- 3.6-4.0 (26-30 points): Video satisfies all basic requirements for this assignment, plus is executed with a very high degree of precision, creativity and scholarship. This highest degree of performance would include displayed proficiency in most of the following advanced video techniques: The group hands in a completed storyboard and/or script at least two weeks before the video is due. No technical glitches are apparent. Lighting and sound are executed with perfection. The video includes an inserted sound track or second audio track. The video includes computer-generated graphics and/or titles. The video employs fades, wipes, or other sophisticated transition elements. The group's "-ism" is explored in an especially meaningful and scholarly manner. The video is 95-100% original content (i.e., visuals and/or soundtrack).
Main | Course Syllabus | Supplementary Readings | Learning Analysis Journal
Course Handouts and Other Items of Interest | -ISM (N.) Video Documentary Project