Public Service Announcement

The work is not complete or does not successfully use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

Students are somewhat successful using images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

Students use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

Students successfully use images and audio to create a 30-second PSA about a topic (Building Character, Celebrating Diversity, or Making Healthy Choices).

Novice or beginning skills and technique are evident in the manipulation of media. Collaborative video is neither well executed nor easy to understand.

Emergent or competent skills and technique are evident in the manipulation of media. Collaborative video is somewhat well executed and easy to understand.

Proficient skills and technique are evident in the manipulation of media. Collaborative video is well executed and easy to understand.

Mastered skills and technique are evident in the manipulation of media. Collaborative video is well executed and easy to understand.

The PSA created proposed clichéd or formulaic solutions that showed little to no evidence of the individuals creating the work of art.

The PSAs created proposed solutions that were adapted or predetermined with little evidence of the individuals creating the work of art.

The PSAs created proposed interesting solutions that were adapted or predetermined with some evidence of the individuals creating the work of art.

The PSAs created proposed new and interesting solutions that were imaginative and showed profound evidence of the individuals creating the work of art.

Content created is unclear or lacking the communication of ideas by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

Content created somewhat communicates ideas by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

Content created generally communicates ideas intended by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

Content created effectively communicates ideas intended by focusing on the theme of Building Character, Celebrating Diversity, or Making Healthy Choices.

Student gives incomplete explanation of how the storyboard is used in the filmmaking process.

Student gives a general overview of how the storyboard is used in the filmmaking process.

Student explains aspects of how the storyboard is used in the filmmaking process.

Student clearly explains how storyboard is used in the filmmaking process.

Student does not provide examples or details to support his/her ideas about the use of a storyboard or his/her answer is unrelated to the response.

Student uses one example of how he/she used a storyboard in the film making process with little to no details to support his/her ideas about the use of the storyboard in making a video or film.

Student uses one example of how he/she used a storyboard in the film making process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

Student clearly identifies one or more examples of how he/she used a storyboard in the film making process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

Student does not provide examples or details to support his/her ideas about the use of a storyboard or his/her answer is unrelated to the response.

Student uses one example of how a film he/she has viewed used a storyboard in the filmmaking process with little to no details to support his/her ideas about the use of the storyboard in making a video or film.

Student uses one example of how a film he/she has viewed used a storyboard in the filmmaking process with additional details to support his/her ideas about the use of the storyboard in making a video or film.

Student clearly identifies one or more examples of how a film he/she has seen used a storyboard in the filmmaking process with additional details to support his/her ideas about the use of the storyboard in making a video or film.