Macbeth Video
Your task in this assignment is to work cooperatively with a group of your peers to visually interpret an act or a couple of key scenes from William Shakespeare’s Macbeth. Follow the steps below and refer to the calendar for guidance on daily activities, due dates, etc.
1. Form groups (4-8 per group … you choose as long as everybody’s included). 2. Brainstorm different themes, motifs, or voices you might like to use in your production. You may change the setting and dialogue in any way, but you must stay true to the plot. Whether he's a mafia don or the president of the United States, the basic gist of the scene(s) and the overall tone and themes of the story must be intact. 3. Choose a scene or two that you might want to do. Come to a consensus as a group about what’s manageable and will be fun. 4. Brainstorm a chronology of the key sequences/events in the scene. 5. Discuss tasks within the groups: storyboard artists, camera handles, actors, script writers, costume/set designers/creators, set technicians, etc. 6. Referring back to the text, start the process of storyboarding the key events in the scene, writing scripts, and developing costumes, etc. 7. Rehearse, refine scripts, refine storyboards … 8. Get SB’s and scripts okayed then start filming (MUST HAVE PASS AT ALL TIMES / CHS LOCATION NOTED ON BOARD)
MONDAY 01/04 TUESDAY 01/05 WEDNESDAY 01/06 THURSDAY 01/07 FRIDAY 01/08 • Intro to storyboarding, etc. • Form video groups; • Assign duties and roles, • Work time for storyboards, • Career brainstorm scenes begin storyboarding and scripts, rehearsal, prop screenplay writing. construction, costuming, etc. • Storyboards and scripts due Monday MONDAY 01/11 TUESDAY 01/12 WEDNESDAY 01/13 THURSDAY 01/14 FRIDAY 01/15 • Storyboards and scripts • Storyboards and scripts • Pinnacle Studio 9 • Filming • Imagine Tomorrow checked checked introduction. • Download “dailies” and edit • Rehearse and begin filming • Rehearse and begin filming • Filming • Make arrangements … • GROUP MUST STAY ON • GROUP MUST STAY ON • Download “dailies” and edit THE SAME MACHINE FOR THE SAME MACHINE FOR • Make arrangements for extra THE ENTIRE PROJECT. THE ENTIRE PROJECT. editing time with Mr. Greene. MONDAY 01/18 TUESDAY 01/19 WEDNESDAY 01/20 THURSDAY 01/21 FRIDAY 01/22 • NO SCHOOL • Filming • Filming • Filming • Imagine Tomorrow • Download “dailies” and edit • Download “dailies” and edit • Download “dailies” and edit • Make arrangements … • START ADDING MUSIC • START ADDING MUSIC • Make arrangements … • Make arrangements … MONDAY 01/25 TUESDAY 01/26 WEDNESDAY 01/27 THURSDAY 01/28 FRIDAY 01/29 • Final Editing • FINALS • FINALS • FINALS • NO SCHOOL • RENDERING of video. This • Hail, Macbeth! Festival: takes time and must be done watch videos AND before you leave from school nominate/vote on Macbeth for the day UNLESS other Oscars arrangements have been made. • Save your video in the Greene share folder as an .AVI film.
To complete this assignment successfully, each person in the group will need to work cooperatively with the other group members and at their various jobs. Use the following chart to help guide you through the processing of identifying major responsibilities.
STORYBOARD SCRIPT ARTISTS WRITERS
duties duties
deadlines deadlines
CAMERA COSTUME DESIGN HANDLES AND CREATION
duties duties
deadlines deadlines
SET ACTORS TECHNICIANS
duties duties
deadlines deadlines
Macbeth Video Rubric
Members: ______
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Letter Grade: ______Comments: ______
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CATEGORY Excellent “A” Good “B” Developing “C” Poor “D-F” • Content and task are • Attention to content and task • Attention to content and task • No attention to content and paramount in video. Purpose is apparent in video. is lacking. Purpose difficult task in production of video. easily distinguished. Purpose apparent. to understand. Purpose is completely lost. • Tone, theme, and plot of the • Tone, theme, and plot of the • Tone, theme, and plot of the • Tone, theme, and plot of the original are easily and readily original are distinguishable. original are somewhat original are lost completely or distinguished. • Message and intent distinguishable; gaps of to such a degree that they • Message and intent clearly communicated; elements understanding reflected. are nearly completely Content communicated; elements work mostly support message • Message and intent is obscured. well within the production and/or task obscured by the elements • Message and/or intent is 45% • Humor used appropriately. • Humor mostly used • Questionable use of humor. completely buried within • Language is appropriate. appropriately. • Language is questionable or elements of the production • Bloopers, if used at all, no • Language is appropriate. partly inappropriate. • Inappropriate use of humor. longer than 30 seconds of total • Bloopers, if used at all, no • Bloopers, if used at all, no • Language is inappropriate. video, but still within allotted longer than 1 minute of total longer than 90 seconds of • Bloopers, if used at all, time. video, but still within allotted total video, but still within longer than 90 seconds, time. time. probably outside allotted time for total video. • Pre-shoot techniques • Evidence of pre-shoot • Evidence of pre-shoot • No evidence of pre-shoot effectively employed: scripts, techniques in production: techniques such as use of techniques effectively storyboards, rehearsals, etc. scripts, storyboards, scripts, storyboards, employed: scripts, • Met all production deadlines. rehearsals, etc. rehearsals, etc. is lacking storyboards, rehearsals, etc. • Polished video with clear • Met most production • Met some production • Met few if any production sequencing and attention to deadlines. deadlines. deadlines. editing • Sequencing and editing • Sequencing and use of • No evidence of sequencing • Clear variety of shot types: evident editing somewhat unclear or or editing Organization long, medium, close-up • Some variety of shot types: lacking • No variety of shot types OR 20% • Thoughtful and meaningful use long, medium, close-up • Little variety of shot types: strict reliance upon one type: of camera angles: high, • Some thought and use of long, medium, close-up long, medium, close-up straight-on, low camera angles: high, • Little attention given to use • No thought given to use of • Production is within allotted straight-on, low of camera angles: high, camera angles: high, time of 3-6 minutes • Production is within allotted straight-on, low straight-on, low time of 3-6 minutes by no • Production falls outside of • Production falls outside of more than 1 minute on either allotted time of 3-6 minutes allotted time of 3-6 minutes side. by more than one minute, but by more than 2 minutes. not more than 2. • All group members are active in • The majority of the group is • Most team members • Focus of the presentation is presentation. active in the presentation. participated in some aspect on one group member or is • Presentation time balanced • Presentation time mostly of the presentation. heavily reliant on one person. Collaborative equally between members balanced between members; • Little balance of presentation • The workload was not • The presentation workload was some do more than others time divided equally and few team Involvement obviously divided and shared • It appears that most team • Discrepancies in balance of members contributed their 15% equally by all members of the members contributed their workload apparent share. team. fair share of work to the • Below average use of class • Poor use of class time • Excellent use of class time presentation time • Good use of class time • Music, voice over, and effects • Music, voice over, and • Music, voice over, and • No use of music, voice over, are perfectly matched to effects demonstrate some effects lack attention to or effects to enhance video; purpose and content attention to purpose and purpose and content total lack of attention to Audio • Volume of music, voice over, content • Volume of music, voice over, content and task 10% effects is effectively balanced • Effort demonstrated to and effects is difficult to hear • Volume levels completely with soundtrack balance volume of music, and distinguish between lacking balance; much of voice over, and effects with parts and their function audio track is inaudible or soundtrack distorted • Well balanced use of titles to • Some use of titles to • Little effective use of titles to • No use of titles to organize organize video; appropriate to organize video; mostly organize video video task and content appropriate to task • Length of title clips, if present Titles • Length of clip is proportional to • Length of clip is mostly at all, either too short to be 5% text on title suitable for purpose of read or are unnecessarily • Text is easily readable and reading long pertinent to the content • Text is readable and related • Text size or font is too small to content or illegible to be easily read • Completely appropriate • Transitions help flow of video • Transitions mostly absent or • No transitions in project transition use; provides for from scene to scene. used largely in a distracting although video could have smooth flow between scenes Perhaps some use of or inappropriate manner been enhanced by their use. Transitions without distracting viewer from “distracting” or inappropriate • Do not match purpose and • Transitions used solely for content transitions used content. Transitions used the sake of using them; no 5% • Fits purpose perfectly. • Fits purpose. Sound use of seemingly for the sake of apparent link to content or Excellent use of dissolves, common transitions such as using them; difficult to task direct cuts, and fades dissolves, direct cuts, and establish link to content or fades task