Lights, Camera, Action!

Lights, Camera, Action!
Animating Biology

Introduction Task Process Evaluation Conclusion Student Work

Evaluation
Let's see what Omnibiotic is looking for in its employees and how they will evaluate your finished product. Below you will find the rubrics they will be using.

Rubric for Storyboard; Created by the Script Supervisor

Category 10 8 6 4

Content Storyboard demonstrates accurate and complete understanding of concept/process. Storyboard demonstrates accurate but not fully complete understanding of concept/process. Storyboard lacks some details or is sometimes incorrect regarding concept/process. Storyboard shows lack of understanding and time spent developing concept/process.

Required Elements Storyboard is complete with colored sketches, detailed notes on titles, transitions, narration, music, etc. It reflects outstanding planning and organization. Storyboard is relatively complete with colored sketches for most scenes, and notes on titles, transitions, narration, music, etc. It reflects effective planning and organization. Storyboard has glaring omissions in scene planning. There are some sketches and notes on titles, transitions, narration, music, etc. It reflects attempts at planning and organization. Storyboard is not done or is so incomplete that it could not be used even as a general guide. It reflects very little planning.

Clarity and Neatness Storyboard is easy to read, and all elements are so clearly written, labeled, or drawn that another student could create the video if necessary. Storyboard is easy to read, and most elements are clearly written, labeled or drawn. Another student might be able to create the video after asking one or two questions. Storyboard is hard to read with rough drawings and labels. It would be hard for another student to create the video without asking many questions. Storyboard is hard to read, and one cannot tell what goes where. It would be impossible for another student to create this video without asking many questions.

Teamwork Students collaborated well to effectively develop storyboard, create props, and produce a quality video. Students collaborated to develop storyboard, create props, and produce an adequate video. Students did not collaborate often, and storyboard, props, and video do not complement each other. Students did not collaborate at all, and some required elements are missing.

Use of Time Used time well during class periods with no adult reminders. Used time well during most class periods with no adult reminders. Used time well but required adult reminders on a couple occasions. Used time poorly in spite of several adult reminders to do so.
Project turned in on time is worth 5 points. Total score for Script Supervisor = 55 points.

Rubric for Props; Created by the Prop Designer

Category 11 9 7 4

Preparation All props are assembled and available well in advance. They are checked the day before the shoot to ensure they are functional. A backup plan is developed to cover possible problems. Most props are assembled and available a few days in advance. They are checked the day before the shoot to ensure they are functional. A backup plan is developed. On the day of the shoot, some props are assembled, available, and functional. There may or may not be a backup plan. Needed props are missing OR were not checked before the shoot. No backup plan exists.

Appropriateness All props appropriately and effectively illustrate the concept/process. Most props appropriately and effectively illustrate the concept/process. Some props appropriately and effectively illustrate the concept/process. Some props are confusing or inappropriate. Props are not appropriate and do not effectively illustrate the concept/process.

Creativity Student creatively used different materials to assemble props. They demonstrate extensive thought and effort. Student creatively used different materials to assemble props. They demonstrate some thought and effort. Student used a few different materials to assemble props. They demonstrate a little thought and effort. Student used one or two materials to assemble props. They demonstrate no thought or effort.

Teamwork Students collaborated well to effectively develop storyboard, create props, and produce a quality video. Students collaborated to develop storyboard, create props, and produce an adequate video. Students did not collaborate often, and storyboard, props, and video do not complement each other. Students did not collaborate at all, and some required elements are missing.

Use of Time Used time well during class periods with no adult reminders. Used time well during most class periods with no adult reminders. Used time well but required adult reminders on a couple occasions. Used time poorly in spite of several adult reminders to do so.
Total score for Prop Designer = 55 points.

Rubric for Video; Created by the Video Editor or Animation Director

Category 8 6.5 5 3

Content Video demonstrates accurate and complete understanding of concept/process. Video demonstrates accurate but not fully complete understanding of concept/process. Video lacks some details or is sometimes incorrect regarding concept/process. Video shows lack of understanding and time spent developing concept/process.

Continuity and Editing Video moves smoothly and seamlessly from shot to shot. Only high quality shots are used (focused and well-framed). Excellent pacing and timing. For the most part, video moves smoothly and seamlessly. Good quality shots are used (focused and well-framed). Good pacing and timing. There are some unnatural breaks and/or early/late cuts. Several poor shots are used (unfocused or poorly framed). Mediocre pacing and timing. Video is unedited, and many poor shots remain. Pacing and timing is confusing or hard to follow.

Audio Editing The audio is clear and effectively assists in communicating the main idea. Background audio is kept in balance. The audio is clear and assists in communicating the main idea. The audio is inconsistent in clarity (too loud/too soft/garbled) at times and/or the background audio overpowers the primary audio. The audio is cut off and inconsistent or overpowering.

Titles and Credit All titles and credits are accurate, legible, and draw the viewer's attention. Most titles and credits are accurate, legible, and draw the viewer's attention. Some titles and credits are accurate, legible, and draw the viewer's attention. Few (less than 75%) titles and credits are accurate, legible, and draw the viewer's attention.

Teamwork Students collaborated well to effectively develop storyboard, create props, and produce a quality video. Students collaborated to develop storyboard, create props, and produce an adequate video. Students did not collaborate often, and storyboard, props, and video do not complement each other. Students did not collaborate at all, and some required elements are missing.

Use of Time Used time well during class periods with no adult reminders. Used time well during most class periods with no adult reminders. Used time well but required adult reminders on a couple occasions. Used time poorly in spite of several adult reminders to do so.
Project turned in on time is worth 5 points. Video is at least 30 seconds long but no longer than 2:30 is worth 2 points. Total score for Video Editor or Animation Director = 55 points.

All graphics from Animation Factory.

This site designed and maintained by Brianna Abraham.
Last modified 06/16/11

Category	10	8	6	4
Content	Storyboard demonstrates accurate and complete understanding of concept/process.	Storyboard demonstrates accurate but not fully complete understanding of concept/process.	Storyboard lacks some details or is sometimes incorrect regarding concept/process.	Storyboard shows lack of understanding and time spent developing concept/process.
Required Elements	Storyboard is complete with colored sketches, detailed notes on titles, transitions, narration, music, etc. It reflects outstanding planning and organization.	Storyboard is relatively complete with colored sketches for most scenes, and notes on titles, transitions, narration, music, etc. It reflects effective planning and organization.	Storyboard has glaring omissions in scene planning. There are some sketches and notes on titles, transitions, narration, music, etc. It reflects attempts at planning and organization.	Storyboard is not done or is so incomplete that it could not be used even as a general guide. It reflects very little planning.
Clarity and Neatness	Storyboard is easy to read, and all elements are so clearly written, labeled, or drawn that another student could create the video if necessary.	Storyboard is easy to read, and most elements are clearly written, labeled or drawn. Another student might be able to create the video after asking one or two questions.	Storyboard is hard to read with rough drawings and labels. It would be hard for another student to create the video without asking many questions.	Storyboard is hard to read, and one cannot tell what goes where. It would be impossible for another student to create this video without asking many questions.
Teamwork	Students collaborated well to effectively develop storyboard, create props, and produce a quality video.	Students collaborated to develop storyboard, create props, and produce an adequate video.	Students did not collaborate often, and storyboard, props, and video do not complement each other.	Students did not collaborate at all, and some required elements are missing.
Use of Time	Used time well during class periods with no adult reminders.	Used time well during most class periods with no adult reminders.	Used time well but required adult reminders on a couple occasions.	Used time poorly in spite of several adult reminders to do so.

Category	11	9	7	4
Preparation	All props are assembled and available well in advance. They are checked the day before the shoot to ensure they are functional. A backup plan is developed to cover possible problems.	Most props are assembled and available a few days in advance. They are checked the day before the shoot to ensure they are functional. A backup plan is developed.	On the day of the shoot, some props are assembled, available, and functional. There may or may not be a backup plan.	Needed props are missing OR were not checked before the shoot. No backup plan exists.
Appropriateness	All props appropriately and effectively illustrate the concept/process.	Most props appropriately and effectively illustrate the concept/process.	Some props appropriately and effectively illustrate the concept/process. Some props are confusing or inappropriate.	Props are not appropriate and do not effectively illustrate the concept/process.
Creativity	Student creatively used different materials to assemble props. They demonstrate extensive thought and effort.	Student creatively used different materials to assemble props. They demonstrate some thought and effort.	Student used a few different materials to assemble props. They demonstrate a little thought and effort.	Student used one or two materials to assemble props. They demonstrate no thought or effort.
Teamwork	Students collaborated well to effectively develop storyboard, create props, and produce a quality video.	Students collaborated to develop storyboard, create props, and produce an adequate video.	Students did not collaborate often, and storyboard, props, and video do not complement each other.	Students did not collaborate at all, and some required elements are missing.
Use of Time	Used time well during class periods with no adult reminders.	Used time well during most class periods with no adult reminders.	Used time well but required adult reminders on a couple occasions.	Used time poorly in spite of several adult reminders to do so.

Category	8	6.5	5	3
Content	Video demonstrates accurate and complete understanding of concept/process.	Video demonstrates accurate but not fully complete understanding of concept/process.	Video lacks some details or is sometimes incorrect regarding concept/process.	Video shows lack of understanding and time spent developing concept/process.
Continuity and Editing	Video moves smoothly and seamlessly from shot to shot. Only high quality shots are used (focused and well-framed). Excellent pacing and timing.	For the most part, video moves smoothly and seamlessly. Good quality shots are used (focused and well-framed). Good pacing and timing.	There are some unnatural breaks and/or early/late cuts. Several poor shots are used (unfocused or poorly framed). Mediocre pacing and timing.	Video is unedited, and many poor shots remain. Pacing and timing is confusing or hard to follow.
Audio Editing	The audio is clear and effectively assists in communicating the main idea. Background audio is kept in balance.	The audio is clear and assists in communicating the main idea.	The audio is inconsistent in clarity (too loud/too soft/garbled) at times and/or the background audio overpowers the primary audio.	The audio is cut off and inconsistent or overpowering.
Titles and Credit	All titles and credits are accurate, legible, and draw the viewer's attention.	Most titles and credits are accurate, legible, and draw the viewer's attention.	Some titles and credits are accurate, legible, and draw the viewer's attention.	Few (less than 75%) titles and credits are accurate, legible, and draw the viewer's attention.
Teamwork	Students collaborated well to effectively develop storyboard, create props, and produce a quality video.	Students collaborated to develop storyboard, create props, and produce an adequate video.	Students did not collaborate often, and storyboard, props, and video do not complement each other.	Students did not collaborate at all, and some required elements are missing.
Use of Time	Used time well during class periods with no adult reminders.	Used time well during most class periods with no adult reminders.	Used time well but required adult reminders on a couple occasions.	Used time poorly in spite of several adult reminders to do so.