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Evidence is relevant and legible. The student should demonstrate why they made the choices that they did and how the came to these conclusions.

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Evidence is relevant and legible. The student should demonstrate why they made the choices that they did and how the came to these conclusions.

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Clarify handwriting and clarity of message when submitting the the evidence to support your approach 

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Clarify handwriting and clarity of message when submitting the the evidence to support your approach 

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What lighting techniques in particular will you be exploring? 

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What lighting techniques in particular will you be exploring? 

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Students need to keep a journal and/or log to be able to effectively reflect on the group work process

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Students need to keep a journal and/or log to be able to effectively reflect on the group work process

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Photos and visual evidence taken throughout the process who'll be taken and kept in the the process journal 

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Photos and visual evidence taken throughout the process who'll be taken and kept in the the process journal 

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Questioning - how did you get to your finished product? What were some of the issues in getting to this point? Did things go the way you planned, why/ why not?

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Questioning - how did you get to your finished product? What were some of the issues in getting to this point? Did things go the way you planned, why/ why not?

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Directors should hold production meetings wherein the various crew members take notes/"minutes" on their roles. The notes can be used as evidence in the student's project reports, and crew members can compare notes afterwards in order to understand their collaborators' perspectives.

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Students need to maybe have times during which they collaboratively reflect as a group so that they can provide evidence of effective group work.  This can look like journal or they can record conversations they have as a team maybe?

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Screen shots should be more detailed (the screen shot of different files on your computer are not insightful) Try instead to choose a section that underwent changes and highlight that and a few of its evolutions 

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Screen shots should be more detailed (the screen shot of different files on your computer are not insightful) Try instead to choose a section that underwent changes and highlight that and a few of its evolutions 

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What goal/intention did you set for your work?  What worked? What did not worked? How did you resolve things that did not work?

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What goal/intention did you set for your work?  What worked? What did not worked? How did you resolve things that did not work?

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With your classmates, assume you know nothing about this short film: you don't know the filmmaking intent, the production history, or anything about the story. Does this make sense? Can you follow the characters, what's at stake, what happens from beginning to end? Take notes as a "clueless" audience member and see what you can come up with.

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Students could carry out a SWOT analysis on their final product. Each member can do this independently and then ideas shared in presentation to the group. They can then see ideas that are similar/ different e.g director could learn from cinematographer that their direction was unclear on set 

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Students could carry out a SWOT analysis on their final product. Each member can do this independently and then ideas shared in presentation to the group. They can then see ideas that are similar/ different e.g director could learn from cinematographer that their direction was unclear on set 

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After a shoot day or a scene, turn the camera on and talk extemporaneously about what you did on set-- how did you address the needs and challenges of the scene?

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Students given sentence starters to guide positive and constructive feedback

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Students given sentence starters to guide positive and constructive feedback

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Small group feedback sessions rather than whole class feedback

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Small group feedback sessions rather than whole class feedback

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Pages can appear cluttered and visually unclear in terms of justification-- a few choice screenshots or stills are plenty. Make specific points, don't overwhelm the reader with images.

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Two stars and a wish (two positive notes and one improvement) or something like  WWW and EBI

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Two stars and a wish (two positive notes and one improvement) or something like  WWW and EBI

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one student critiques, one listens only (the creator), one student takes notes. The artist will read the notes later but stay connected with the feedback so more of it lands. the note taker is there so the artist isn't listening and trying to catch everything.

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Collectively view and critique a "bad" film (i.e. a Neil Breen film). Now assumed that the director is in the room. How does your critique change? What words do you use and avoid?

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Craft an activity where other students observe one group as they work together and use this model giving productive feedback. This way its external and it sets a practice