Video Production & Editing: Process Sample

This process sample can be used as a foundation for guiding students who have elected to produce a video to demonstrate learning. You can select and modify the steps based on your course objectives. The process can be applied to working with students in small groups or as an entire class; students can be asked to respond in written form or as part of a discussion.

#1: Concept Paper

Write a one-page paper describing your video concept; you may wish to address the following:

What do you want your viewers to do or know as a result of watching your video?

How do you hope to accomplish this goal?

What are the characteristics of your target audience?

What sources will you use to collect the information needed to tell your story?

Instructor / Student Interaction

Are the goals of the video project in line with course goals?

Do students plan to use appropriate resources to collect information?

Resources

Download: Concept Paper Example

 

#2: Script Treatment

Write a one-to-two page script treatment of your video outlining the main threads of your story.

The treatment should include information on setting, characters (actors, persons interviewed), and a chronological rundown of the action to take place.

Instructor/Student Interaction

Does the proposed storyline provide ample opportunity for the students to acquire new knowledge?

Do you foresee time challenges due to the scope of the storyline?

NOTE: Depending on the nature of the video, a detailed chronology may not be possible.

Resources

Download: Script Treatment

 

#3: Storyboards

Many student producers comment on the difficulty of visually communicating their ideas. The storyboarding process encourages students to think about sequencing, camera angles and how to convey abstract ideas in concrete terms.

Based on your script treatment, create a storyboard of your video depicting the major scenes of your story.

Instructor / Student Interaction

Does the storyboard reflect a sequence of events that will communicate the intended message?

Are any important elements missing (specific interviews, sources, citations)?

Could graphics or text elements be employed to better communicate ideas?

Resources

Download: Storyboards

 

#4: Production Schedules and Progress Reports

Prepare a production schedule that lists the dates you plan to shoot, review footage, and edit.

Instructor / Student Interaction

Producing a video always takes longer than students expect. Make sure students allow at least three weeks for editing. Based on the production schedule, meet with students to make certain they are staying on track. Through class discussions, students can learn about challenges encountered by their peers and work together to come up with solutions.

Resources

Download: Release Forms
Download: Production Schedule
Download: Offline Edit Sheet

 

#5: Assessment

Instructor assessment of projects, self assessment of projects, peer assessment of group work.

Instructor / Student Interaction

A number of rubrics have been created to assess video projects including one developed for the Digital Media Minor. (See attachment or access an on-line version of the rubric that can be downloaded and modified.)

Resources

Download: Assessment Example