Personal Video and Final Assessment

The Personal Video Production Project

& Final Assessment May 2011

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Name	Tal Zilkha
Date	30/05/11
Title of Personal Video	Sticky Situation
The Goal of this project is to give all students an opportunity to initiate, plan, research, film and edit a short film of personal interest to them.  While this is a personal project it would typically be expected that other members of the video production class or other qualified people would also be involved at various stages of the production.
The student is encouraged to find clients for the film. These clients might include any other school class, including the senior project class.
Have you placed a working copy of you video in the class folder on the computer attached to the printer	yes
Briefly describe your project?	A short comedy featuring one actor facing a dilemma
How did you come to choose this project?	I saw a version of the idea a few years ago but couldn't find the original, so I decided to try my own take on it
Is the project finished? If not what still needs to be done and when will it be complete?	yes
Who would you give credit for helping to make your project a success? How did they contribute?	Niv Yakir, he was the actor and he gave me tips on camera angles
What was your most frustrating experience in this project?	Finding a wide range of different angles even though I was constricted to a space in the toilet
What would you do differently if you were to do this project again?	I would not rush my filming, the shots could have been thought through again
If you were being interviewed for film school and you were asked to show a piece of your work and talk about it, what piece would you choose and what would you say?	The chase scene. I would have to edit the last part, I would discuss how music and quickness of shots affects the mood of a project
Describe one significant learning experience that helped you understand more about yourself as a learner from either this or the narrative project or the documentary project.
If you had another semester of video production what would you like to do?	Another narrative, in which I would act as director.
What advice would you give a prospective student of video production?	plan ahead, make sure everything adds up

To what extent was the structure of the course helpful in developing your video skills?
The in-class execises	mildly
The narrative	to a large extent
The personal project	mildly (my fault)
What could have been added/removed/changed? What changes can the instructor make to improve the personal project part of the course?	The course is well thought out, a small discussion on camera angle would be cool

	Inadequate This course was a mistake.	Good Enough	Evidence from the work done in and out of  class during the narrative, documentary and personal projects	As good as he/she can be. Wanting to be better.
	Unable to meet the standards	Meeting the standards	To what extent do you meet the standards?	Exceeding the standards
	D	C (adequate)	What grade best expresses your level of performance in the class?	A
	Inadequate Poor Insufficient Deficient Unsatisfactory Unacceptable Sub-standard Not good enough Lacking Incomplete Wanting	Adequate Sufficient Good Enough Satisfactory Reasonable B (good) Commendable Creditable Good Respectable	Which adjectives apply to your performance?	Brilliant Exceptional Outstanding
Using class time effectively	This student often arrives late and wanders off when nobody is watching. He is incapable of organizing his time effectively and tends to engage in displacement behaviors such as playing games, watching you-tube or checking face-book. He often engages in inappropriate social behavior such as taking other student's phone (for fun!) and using loud and inappropriate language. His presence in the class ensures that other students will not reach their full potential.	This student arrives on time and is ready and willing to work productively, usually needing some guidance. He might make a good editor, camera-person, sound person,  designer, or writer.	Evidence/explanation	This student arrives on time ready to work. She values class time for brainstorming, production planning, sharing ideas with others, and trying out new techniques. She remains highly focused during class and often takes a role in organizing activities of other students. She would make a good director or producer.
Meeting Deadlines	This student does not meet deadlines. He procrastinates, spending more time on finding excuses than on getting on with the task. "I was really busy this week"	This student meets deadlines, but she tends to leave things to the last minute so that the work she presents at the deadline is not her best work, it merely meets the deadline.  "When is it due? Today!"	I handed everything on time besides my personal which was handed in the class after.	This student makes every effort to meet deadlines by planning ahead and taking into account the time needed to complete the task, and the possible problems that she might encounter along the way. If she finds that she is unable to complete the task she communicates with all the relevant people.
Effective Collaboration	This student is a liability to the success of the project.	This student is an effective team member, taking her responsibilities seriously and expresses ownership for the project.	Whether im director or not, I sometimes take initiative in organization	This student is an essential member of teams of which she is a part. She is willing to take the responsibility of a leadership role. She meets all of her responsibilities and encourages other members of the team.
Reliability	This student is unreliable. He makes excuses, he forgets, he does the wrong thing, he blames other people. He does not take responsibility. Experience shows that he is not to be trusted.	This student is generally reliable. He takes his obligations seriously and can usually be trusted to execute his responsibilities.	Evidence/explanation	You know that this student will get the job done, well, and on time. He has a reputation for reliability and has earned a high level of trust.
Willingness to reflect	This student does not reflect. When she’s done she’s done.	This student is willing to reflect when asked to do so. Sometimes she is quite thorough giving a good sense of what she thinks and feels. At other times she leaves out information which would help the reader understand how she thinks and feels.	Evidence/explanation	This student reflects on her own work as a matter of course and sometimes on the work of her classmates. Her reflections are a part of the process of becoming a more competent and communicative video maker.
Communication	This student has a negative impact on a project because he failed to communicate to people who "needed to know".	This student is usually of good communicator but sometimes he does not initiate communication when he should and can be inconsistent and vague.	Evidence/explanation	This student uses the most effective means of communication (e-mail, BlackBoard, phone, messaging, face-to-face) to inform relevant people of issues relating to his task. She tends to initiate communication and is clear and concise in her language.
Planning	This student thinks that coming to class is an example of planning. She believes in writing the draft after the final version has been submitted.	This student sometimes plans well using a variety pf planning tools. Sometimes she is less thorough and projects which depend on her planning for their success, will not be as successful as they could have been	Evidence/explanation	This student documents her planning in the form of production notes, storyboards, bookings for equipment and editing time. He shares these plans with the relevant people so that modifications can be made if needed.
Striving for excellence	"What do I need to do to pass?"	This student tends to be more focused in getting an excellent grade than doing excellent work. "What do I need to do to get an A?"	Evidence/explanation	This student is determined to produce the best possible work. He plans, executes, asks for opinions, re-shoots and reedits where necessary. "What do I need to do?"
Respect for facility and equipment Rights and Responsibilities	“I know my rights”	“I know my rights and responsibilities”	Evidence/explanation	This student shows awareness of the needs of all users of the facility. She appreciates that damaged or lost equipment means that access becomes restricted compromising everyone. “We all have rights and responsibilities”
Willingness to help classmates	Has no expertise or time to give. She takes pleasure in the failure of others.	Gives of her expertise and time, when asked. She takes pleasure in her own success.	I helped Niv with almost all his works, I give other cameramen pointers in our class	Offers her expertise and time, sensibly. She takes pleasure in her own success and that of others.
Seeking the opinion of others	"What do they know?"	"Take a look at my work. This represents a lot of effort. Good isn't it?"	Evidence/explanation	This student realizes that the creation of an excellent product is a process requiring deletions additions and modifications. He seeks out the opinions of others and asks for critical assessments of the work in progress. He then takes these assessments into account as he continues to develop the project.
Appreciation of audience	This student has always wanted to make plot-less pornographic videos with plenty of gratuitous violence and drug use. He is unconcerned with any audience other than his best friend. When confronted with the dubious appropriateness of the material, he whines about his creative freedom being undermined.	This student has read the appropriateness guidelines and does his best to work within the guidelines. He communicates with the appropriate people when he feels that he is near the “edge”. Sometimes he goes over the edge leaving other people to pick up the pieces.	Evidence/explanation	An excellent student wants to make videos that can be publicly screened to a wide, mature, general audience (unless he specifically targets a younger audience). His work is "serious" even if it is a comedy. He is sensitive to the context of AIS high school students and parents as a primary audience.
Willingness to learn the required technologies	This student is techno-phobic. He will always find another student to take care of the technical aspects of a project. “I hate computers Get me outa here”	This student learns what they need to learn to do the job. “Get me outa here by 5”	Evidence/explanation	This student explores the technology to find appropriate solutions for their problems. They tend to take the initiative on the technical parts of projects being very competent and very confident. “Get outa here and let me work”
Originality	“Tell me what to do, and how to do it.”	This student has nothing against originality, but he doesn’t want it to get in the way of the project getting done on time.	Evidence/explanation	This student only wants to make original work that reflects his style as a creative artist. He also recognizes the limits of his resources and, is able to express himself while working within the limits.
Enthusiasm	“What was that!”	“That was ok, good even!”	Evidence/explanation	“That was amazing!!!”
Leadership	This student avoids making any decisions. She waits to be told what to do.	This student takes the initiative to keep a project moving forward.	Evidence/explanation	This student is the key collaborator in successful projects. Her vision, organizational skills and communication skills drive the project and her positive attitude and enthusiasm keeps the group on task. She manages the group to get the best possible performance from all the members of the group. She is recognized as the person to get the job done, on time, and to a very high standard.
Community Service	This student does not feel any need to contribute to the community.	This student is willing to make a contribution of her video production skills to the broader community.	Evidence/explanation	This student makes substantial contributions to community projects.
Taking an interest in the medium		This student wants to know what’s worth watching. She reads reviews and talks to develop a “good viewing list”. She tends to watch recent commercially successful movies.	watch/watched/will watch movies all the time.	This student is curious to find moving image work that has meaning for her. She explores genres and other cultures. She takes an interest in the historical development of the medium. She wants to understand the “language” of the medium so that she can use the language to express herself.
Favorite Film	“Revenge of the killer wasps 19” this has always been his favorite film (until rkw20) Channel 7 Indulgence	Continually changing with box office returns and critical praise. The Oscars Entertainment	Donnie Darko	Finds the question hard to answer because of the complexity of implications that the question suggests. Film Festivals Art

Does the document help you understand what the teacher values, and how you will be assessed?	yes
What changes would you like to see in the document?	none
What other information would you like the instructor to take into account in determining your grade for the course?	mastering of camera usage.