Overview
Project Name
My Town
Teacher(s)
Jared Ritchey & John Bone
Subjects/Grade Level
Multimedia Technology - College Level
Project Idea
The students will participate in an active role-play.
You and your team were just recently hired as the multimedia production specialists for Allegany County Tourism. ACT’s website is undergoing a much needed redesign and the director wants a larger video presence for the site. Your job is to create a mini-documentary (20+minutes long) that focuses on something exciting, meaningful, or important that is happening in the city. This could be an attraction, event, business, non-for-profit, or even a controversial, but important story -- anything that is defining your city. You will be reporting to the director throughout the production process as well as working with other departments (graphic-design, photography, audio) to complete the assignment. The board wants this project done in at least 11 weeks, so the process begins now!
The project will be held to professional standards and will hopefully be used outside of the classroom by the actual community. The students will have to assume a variety of roles in pre-production, production, and post-production to complete the project. If they wish, the groups may collaborate with other departments in the Multimedia Technology program.
Duration
This project will take place over 15 weeks. Lecture is on Monday & Wednesday from 11-11:50. Lab is on Wednesday from 3-5:45.
My Town
Teacher(s)
Jared Ritchey & John Bone
Subjects/Grade Level
Multimedia Technology - College Level
Project Idea
The students will participate in an active role-play.
You and your team were just recently hired as the multimedia production specialists for Allegany County Tourism. ACT’s website is undergoing a much needed redesign and the director wants a larger video presence for the site. Your job is to create a mini-documentary (20+minutes long) that focuses on something exciting, meaningful, or important that is happening in the city. This could be an attraction, event, business, non-for-profit, or even a controversial, but important story -- anything that is defining your city. You will be reporting to the director throughout the production process as well as working with other departments (graphic-design, photography, audio) to complete the assignment. The board wants this project done in at least 11 weeks, so the process begins now!
The project will be held to professional standards and will hopefully be used outside of the classroom by the actual community. The students will have to assume a variety of roles in pre-production, production, and post-production to complete the project. If they wish, the groups may collaborate with other departments in the Multimedia Technology program.
Duration
This project will take place over 15 weeks. Lecture is on Monday & Wednesday from 11-11:50. Lab is on Wednesday from 3-5:45.
Driving Question & Subquestions
What makes video such a powerful storytelling medium?
- Why is video a good communication tool?
- What types of video (styles) are out there?
- What are some characteristics of good videos?
- What makes a story good?
- How do you begin telling a story?
- What stories should/could be told in the community that could benefit from a video?
- What are the production phases of a video?
- What roles/jobs do people have in a production?
- How can you keep videos authentic?
- What makes a good interview?
- Does lighting and composition matter?
- Is audio that important?
- Are their any legal concerns when shooting videos?
- How do you put everything together into a complete project?
Standards Addressed
ACM Multimedia Technology Content Standards
Standard 1: Students will be prepared for the profession of multimedia that is embedded in artistic expression and creativity that connects the environment of communication and business.
Standard 1: Students will be prepared for the profession of multimedia that is embedded in artistic expression and creativity that connects the environment of communication and business.
- 1(a): Identify and use the elements and principles of design in multimedia for storytelling purposes.
- 1(c): Present, evaluate, and communicate, or receive, constructive feedback in response to an objective set of criteria for any given work of multimedia design.
- 2(b): Create communication solutions by implementing the various stages of the creative design process.
- 2(e): Demonstrate proper use of advanced camera techniques using a variety of cameras and how they function and operate.
- 3(d): Assemble video projects in professional non-linear editing software showing proficiency in importing, exporting, effects, transitions, color correcting, and flow.
- 3(e): Students will demonstrate the phases of the production cycle and how it relates each area of multimedia.
- 4(c): Students will demonstrate knowledge of the legalities involved in multimedia creation and distribution.
21st Century Skills/Technology Standards
Empower Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education), iste.org. All rights reserved.
Empower Learner: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.
- 1(c): Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
- 1(d): Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
- 2(b): Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- 2(c): Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- 3(a): Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- 3(d): Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
- 4(b): Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- 6(a): Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
- 6(b):Students create original works or responsibly repurpose or remix digital resources into new creations.
- 6(c):Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
- 6(d):Students publish or present content that customizes the message and medium for their intended audiences.
ISTE Standards for Students, ©2016, ISTE® (International Society for Technology in Education), iste.org. All rights reserved.