CATEGORY

STORYBOARD

ARRANGEMENT

SCENES

USE OF
SOUND

COMPLETION

CATEGORY
STORYBOARD

ARRANGEMENT

SCENES

USE OF
SOUND

COMPLETION

The students
storyboard was
insufficient.
The student
lacked some clips
or made some
poor choices in
arranging.
The students
video was a bit
confusing or dull
and needed more
video elements.
The student
needed to add an
additional
location or scene.
The student
needed to pay
more attention to
the music when
filming/editing.
The students
video was 25-45
seconds short
and/or not shared
with Mr. Gerry
until reminded.

The student did

not turn in a
storyboard.
The student
lacked multiple
clicks and/or they
were seemingly
not arranged.
The students
video was not
interesting or
creative and used
no elements.
The student did
not use multiple
locations/scenes.

The student used 3

locations and/or
scenes.
The student adhered
to the music and lipsyncing in filming
and editing the
music video.
The students video
was 10-25 seconds
short and/or not
shared with Mr.
Gerry until
reminded.

The music
seemed to be an
afterthought to
the students
video.

The student turned

in a storyboard that
needed more detail.
The student
assembled 15 music
video clips but could
have reordered
some.
The students video
had a point to it sand
used video elements.

The students
storyboard was
insufficient.
The student
lacked some clips
or made some
poor choices in
arranging.
The students
video was a bit
confusing or dull
and needed more
video elements.
The student
needed to add an
additional
location or scene.
The student
needed to pay
more attention to
the music when
filming/editing.
The students
video was 25-45
seconds short
and/or not shared
with Mr. Gerry
until reminded.

The student did

not turn in a
storyboard.
The student
lacked multiple
clicks and/or they
were seemingly
not arranged.
The students
video was not
interesting or
creative and used
no elements.
The student did
not use multiple
locations/scenes.

The student adhered

to the music and lipsyncing in filming
and editing the
music video.
The students video
was 10-25 seconds
short and/or not
shared with Mr.
Gerry until
reminded.

STORYBOARD

ARRANGEMENT

The students video

was more than 45
seconds short and/or
not shared with Mr.
Gerry until
reminded.

The student turned in a

detailed storyboard
outlining their music video.
The student assembled 15
music video clips in a
logical order that was
interesting and/or told a
story.
The students video was
creative, interesting,
and/or humorous and had
a point to it & used video
elements.
The video used at least
three locations/scenes in
an interesting way that
seemed professional.
The student used music
and lip-syncing in a way
that was highly
professional and added to
the videos impact.
The student completed all
requirements (at least
1:30, posted on YouTube,
shared w/Mr. Gerry).

The student used 3

locations and/or
scenes.

CATEGORY

The music
seemed to be an
afterthought to
the students
video.
The students video
was more than 45
seconds short and/or
not shared with Mr.
Gerry until
reminded.

CREATIVITY

SCENES

USE OF
SOUND

COMPLETION

CATEGORY
STORYBOARD

ARRANGEMENT

ORIGINAL MUSIC VIDEO

ORIGINAL MUSIC VIDEO

CREATIVITY

3
The student turned
in a storyboard that
needed more detail.
The student
assembled 15 music
video clips but could
have reordered
some.
The students video
had a point to it sand
used video elements.

ORIGINAL MUSIC VIDEO

ORIGINAL MUSIC VIDEO

CREATIVITY

4
The student turned in a
detailed storyboard
outlining their music video.
The student assembled 15
music video clips in a
logical order that was
interesting and/or told a
story.
The students video was
creative, interesting,
and/or humorous and had
a point to it & used video
elements.
The video used at least
three locations/scenes in
an interesting way that
seemed professional.
The student used music
and lip-syncing in a way
that was highly
professional and added to
the videos impact.
The student completed all
requirements (at least
1:30, posted on YouTube,
shared w/Mr. Gerry).

CREATIVITY

SCENES

USE OF
SOUND

COMPLETION

The student turned in a

detailed storyboard
outlining their music video.
The student assembled 15
music video clips in a
logical order that was
interesting and/or told a
story.
The students video was
creative, interesting,
and/or humorous and had
a point to it & used video
elements.
The video used at least
three locations/scenes in
an interesting way that
seemed professional.
The student used music
and lip-syncing in a way
that was highly
professional and added to
the videos impact.
The student completed all
requirements (at least
1:30, posted on YouTube,
shared w/Mr. Gerry).

The student turned

in a storyboard that
needed more detail.
The student
assembled 15 music
video clips but could
have reordered
some.
The students video
had a point to it sand
used video elements.

The students
storyboard was
insufficient.
The student
lacked some clips
or made some
poor choices in
arranging.
The students
video was a bit
confusing or dull
and needed more
video elements.
The student
needed to add an
additional
location or scene.
The student
needed to pay
more attention to
the music when
filming/editing.
The students
video was 25-45
seconds short
and/or not shared
with Mr. Gerry
until reminded.

The student did

not turn in a
storyboard.
The student
lacked multiple
clicks and/or they
were seemingly
not arranged.
The students
video was not
interesting or
creative and used
no elements.
The student did
not use multiple
locations/scenes.

The student used 3

locations and/or
scenes.
The student adhered
to the music and lipsyncing in filming
and editing the
music video.
The students video
was 10-25 seconds
short and/or not
shared with Mr.
Gerry until
reminded.

The music
seemed to be an
afterthought to
the students
video.
The students video
was more than 45
seconds short and/or
not shared with Mr.
Gerry until
reminded.

The student turned in a

detailed storyboard
outlining their music video.
The student assembled 15
music video clips in a
logical order that was
interesting and/or told a
story.
The students video was
creative, interesting,
and/or humorous and had
a point to it & used video
elements.
The video used at least
three locations/scenes in
an interesting way that
seemed professional.
The student used music
and lip-syncing in a way
that was highly
professional and added to
the videos impact.
The student completed all
requirements (at least
1:30, posted on YouTube,
shared w/Mr. Gerry).

The student turned

in a storyboard that
needed more detail.
The student
assembled 15 music
video clips but could
have reordered
some.
The students video
had a point to it sand
used video elements.

The students
storyboard was
insufficient.
The student
lacked some clips
or made some
poor choices in
arranging.
The students
video was a bit
confusing or dull
and needed more
video elements.
The student
needed to add an
additional
location or scene.
The student
needed to pay
more attention to
the music when
filming/editing.
The students
video was 25-45
seconds short
and/or not shared
with Mr. Gerry
until reminded.

The student did

not turn in a
storyboard.
The student
lacked multiple
clicks and/or they
were seemingly
not arranged.
The students
video was not
interesting or
creative and used
no elements.
The student did
not use multiple
locations/scenes.

The student used 3

locations and/or
scenes.
The student adhered
to the music and lipsyncing in filming
and editing the
music video.
The students video
was 10-25 seconds
short and/or not
shared with Mr.
Gerry until
reminded.

The music
seemed to be an
afterthought to
the students
video.
The students video
was more than 45
seconds short and/or
not shared with Mr.
Gerry until
reminded.