Write and produce a 3 – 5 minute documentary film for an ISM High School audience.

Option One
Choose as your subject someone who isn’t typically in the public eye or represented on film e.g. guard at ISM, a helper, a sari-sari store owner, yogi chef or kitchen staff at ISM, support staff, a bus mother, a driver, a doorman, etc
Research, Interview and find out about their life story, what’s most interesting or conflicting or admirable about them and create a story around this without intruding on their privacy, exploiting or interrupting their work. You must grant them approval to show the finished film only after they have viewed it.
You must include interview(s) and an appropriate variety of different types of footage e.g. b-roll, multiple perspectives, still photos, archival footage, reconstructions, etc.
Be creative on the soundtrack. Use appropriate original music, narration, live and foley sounds to guide the emotions of the audience, but be careful not to let the music compete with dialogue or voiceover.
Make it truthful, engaging, multi-perspectives, informative and in-depth as possible.

Option Two
An everyday object which at first glance seems uninteresting e.g. Water container, Helvetica font, an old used wallet, a letter or photograph
Find out more about the object- e.g. who invented it, what its main parts are, how it works, how different people use it, how they feel about it, why its significant – give it LIFE. Think carefully about how the subject can be represented, whom it gives meaning to and the story behind it in an entertaining, articulate and informative way.
You must include interview(s) and an appropriate variety of different types of footage e.g. b-roll, multiple perspectives, still photos, archival footage, reconstructions, etc.
Be creative on the soundtrack. Use appropriate original music, narration, live and foley sounds to guide the emotions of the audience, but be careful not to let the music compete with dialogue or voiceover.
Make it truthful, engaging, multi-perspectives, informative and in-depth as possible.

Process
1. Ideas – brainstorming + initial research – including permissions if appropriate
2. Pitch to the producer – teacher
3. Research – talking to people to be interviewed, gathering information about the subject
4. Script outline
5. Production schedule – including filming permissions+ arrangements
6. Storyboard the film. E.g. interviews + script questions, voice over, music (can be commercial, but must be credited)
7. Film (+ shot logging)
8. Edit + complete sound track
9. Export
10. Show to an ISM audience
11. Reflect/evaluate
12. Write up – to include a statement about your contributions to the group, your evaluation of the finished film and reflection on what you have learned about documentary film making.

In order to meet the deadline and be successful, you will need to work collaboratively on tasks and assign specific independent roles & responsibilities for all above tasks.

Assessment
You will be directly assessed on the quality of the finished film and your write up. Do not ignore all the other stages as they all contribute to the quality of the finished product. You have to go through each stage in order and get producer approval before moving on to the next stage.

Finished film

Application of Skills: Production. Demonstrated observable performance of production skills including use of lighting, sound, and camera equipment, as well as the use of editing software.

A Exemplary B Proficient C Developing D Emerging
Lighting Creative and innovative lighting demonstrates strong understanding of lighting techniques. All scenes are well lit and care was taken in lighting the characters and backgrounds of each scene. Demonstrates good understanding of lighting techniques. Most scenes are well lit and a lot of thought was put into lighting characters and backgrounds. There is an adequate understanding of lighting techniques and most scenes are well lit. Soundtrack enhances the story but lacks attention to detail. There is limited understanding of lighting techniques. The lighting generally distracts from the story.
Sound Sound in shots is clear and well mixed. All spoken words must be clear. Foley is used to enhance sound where appropriate. Sound track is innovative and enhances the story. Sound track enhances the story but lacks attention to detail. Some spoken words are not clear
Foley is sometimes appropriately employed. There are definite changes in sound levels between scenes. Many spoken words are unclear
Foley is rarely appropriately employed. Sound is often difficult to hear.
Many or all words cannot be heard. There is no appropriate foley.
Cinematography Creative and innovative camera work demonstrates strong understanding of cinematic techniques appropriate to documentaries. Wide variety of shot sizes and angles. Camera work demonstrates good understanding cinematic techniques appropriate to documentaries with variety in shot sizes and angles. There is an adequate understanding of documentary camera techniques with some variety in shot sizes and angles. The camera work is basic with limited variety in shot sizes and angles.
Editing The film flows as a result of excellent editing techniques. Lengths of cuts were varied to enhance the viewer interest The film flows as a result of good editing techniques. Lengths of cuts were varied to enhance the viewer interest In most scenes the film flows as a result of good editing techniques. Length of cuts was often varied to enhance the viewer interest The editing was adequate in some parts of the film but a lot of scenes are not well edited.
Titles & Credits Studio and copyright information is present at the end. Production company name is creative and interesting. Credits and titles are excellent and not distracting. Credits use proper film terms and can be read. Title design fits perfectly with genre. Studio and copyright information is present at the end. Production company name is interesting. Credits and titles are good and do not distract. Credits use proper film terms and can be read. Title design suggests genre. Studio and copyright information is present at the end. Production company name is interesting. Credits and titles are good and not distracting. Credits use proper film terms and can be read. Title design suggests genre. Production company name is not interesting. Credits and titles are basic and sometimes distracting or missing altogether. Credits sometimes use proper film terms and can be difficult to read. Title design provides only a hint as to genre.
Sense of genre The film very effectively uses many of the conventions of documentary film making The film effectively uses many of the conventions of documentary film making The film sometimes effectively uses the conventions of documentary film making The film rarely effectively uses the conventions of documentary film making

Reflection, Evaluation and Personal Contribution
A B C D
Reflection There is a highly effective artistic and logistical analysis of the relevant production processes. There is a satisfactory artistic and logistical analysis of the relevant production processes. There is some artistic and logistical analysis of the relevant production processes. There is a limited artistic and logistical analysis of the relevant production processes.
Evaluation There is an excellent critical evaluation of the project as a whole. There is a satisfactory critical evaluation of the project as a whole.
There is some critical evaluation of the project as a whole.
There is little critical evaluation of the project as a whole.

Going Further The student is able to define clear goals in order to further develop and improve understanding and performance. The student is able to define goals in order to further develop and improve understanding and performance. With prompting, the student is able to define goals in order to further develop and improve understanding and performance. The student is unaware of what needs to be done in order to further develop and improve understanding and performance. Teacher-defined goals are necessary.

Engagement
A B C D
Engagement The student shows consistent enthusiasm for the subject. The student shows frequent enthusiasm for the subject. The student shows some enthusiasm for the subject. The student displays little or no enthusiasm for the subject.
Response to Advice Student receives and acts upon advice positively. There is a desire to take learning further. Student mostly receives and acts upon advice positively. There is usually a desire to take learning further. Student sometimes receives and acts upon advice positively. There is some desire to take learning further. Student rarely receives and acts upon advice positively. The student has little or no interest in taking learning further.
Participation Student participates willingly in discussions. There is obvious evidence of active listening during class discussion and film viewing. Student participates in discussions. There is good evidence of active listening during class discussion and film viewing. Student sometimes participates in discussions. There is some evidence of active listening during class discussion and film viewing. Student only participates in discussions when called upon. There is little or no evidence of active listening during class discussion and film viewing.
Group Work Student takes on leadership and support roles as necessary in class. Student provides significant support and assistance to peers. Film protocols are always used in order to enhance the work of others. Respect is shown for other students and nothing is done to stop them from learning. Student assists and provides good support and assistance to peers. Film protocols are mostly used in order to enhance the work of others. A general level of respect is shown for other students and little is done to stop them from learning. The student participates most of the time but is occasionally unproductive. She/he provides some support and assistance to peers. Film protocols are sometimes used in order to enhance the work of others. Adequate respect is shown for other students, but some behavior stops others from learning. The student contributes very little to class. She/he often undermines the work of his/her peers. Film protocols are not employed and this has a detrimental affect on the work of others. Little respect is shown for other students and frequently behavior stops others from learning.