Project: Lights, Action, Camera, Career Documentary!

Step Description Expected Student Results
1 Student writes introductory letter to mentor. Letter should include personal information about family, hobbies, school, etc.
Student will also share information about other group members. Student will state the goals, and outline of the film and brainstorm a list of ways to use video to get message across to audience.

Mentor will question student to determine what message the student plans to convey and will share personal interests with student.		 Introductory letter to Mentor.

List of video shots to convey film's message.
2 Student uploads storyboard. Student collaborates with the mentor for suggestions and/or comments. The mentor will offer positive comments and suggestions on the storyboard. Things the mentor can be looking for are:
1. Does the storyboard use an original approach?
2. Is the storyboard educating others on the chosen topic?
Student uploads 1st draft of story board to Mentor.
3 Students uses mentor's suggestions to finalize storyboard and complete list of props needed for each scene. Student completes 1st draft of script.

Mentor offers suggestions on script that would help script.
Mentor should include the following critiques:
1. Does the dialog script sound natural?
2. Is it clear who is telling "the story?"		 Final storyboard, props for each scene, and 1st draft of script.
4 Student films video and sends rough draft of movie. Student collaborates with the mentor about improvements and/or suggestions.
Mentor may cover these topics in the e-mail to group after viewing rough draft of i-movie:
1. Was it easy to hear the audio? Suggestions?
2. Did the movie show evidence of a creative approach to the subject matter? How might it improve?
3. Was the lighting affective? Could it be improved upon?
4. Did the movie help you to understand the topic? What improvements could be made to better educate the viewer about the topic? 		Rough draft of movie sent to Mentor.
5 Student sends completed movie to mentor with transitions and music. Mentor views completed i-movie and offers any final advice on last minute corrections.
1. Are there any glaring mistatements or misrepresentations?
2. Does the movie have a finished quality or are there any parts that the group needs to rethink or redevelop?
3. Is the movie cohesive?
4. Does the movie hold your interest?
5. If you could show this movie to a cohort, record their comments and e-mail the group to learn of the cohorts reactions.		 Student sends completed movie to Mentor. Mentor sends their impressions quickly back to the group. The group can make changes that they feel should be implemented.
6 Student will prepare a brochure on aspects of filmmaking to present at AIM EXPO.

Student and mentor will determine types of information to include in brochure. Subjects should include copyright laws and its affect on the the video industry, basic shots, process of making a video, favorite filmmaker, etc.		 Outline and template of brochure.
7 Student will research favorite filmmaker and prepare information for brochure. Student will continue to work on brochure completing 1st draft to send to mentor.

Mentor will aid student in locating information and critique brochure to be sure that it is educational.		 Final draft of brochure
8 Student completes final draft of brochure Final Brochure
9 1. Student shows completed movie and brochure at AIM EXPO.
2The student and the Mentor will co-compose a letter to the teacher describing their perceived accomplishments and any thing either of them could have improved upon.
3.The student completes final survey. The team sends the mentor a thank you e-note.
4.Mentor will send a final e-mail to the group sharing how they felt about the experience and offer a final goodbye.		 Student makes sure Mentor has final version of the movie and final brochure.
The student completes final survey.
Thank you note to mentor.