Filmmaking Rubric
CONCEPT BEGINNING DEVELOPING ACCOMPLISHED
Three Act Story Structure There is an attempt to organize
the story in three acts, but a
beginning, middle and/or end
cannot be clearly identified.
Connection of ideas are some-
what disjointed.
Camera Care Relies upon others to manage
most camera features and
doesn’t take initiative to inde-
pendently use equipment.
Shot Styles and Composition Little variation of shot styles,
no use of framing techniques
(rule of thirds), and video foot-
age is often distracting to the
audience. Not a clear motiva-
tion for shots to purposefully
convey meaning in the scene.
Audio Audio is often difficult to in-
terpret and distracts audience
so they have difficulty under-
standing the story.
© Spy Hop Institute For Teachers (SHIFT)
Editing and Exporting The summary of ideas is sup-
ported with few details and
facts and the sequence of
events is confusing at times.
Text is frequently difficult to
read and may not be included
when appropriate. Assistance
is required to properly export
49
final product for screening.
SCORE (1-10)
The story structure is orga-
nized in three acts (beginning,
middle, and end), but not all
ideas are clearly connected.
Demonstrates understanding
of most camera features, but
relies on some extra help to
sufficiently use equipment.
Project shows understanding
of appropriate use of most
shot styles and some fram-
ing techniques. Occasional
features such as pan and
zoom are distracting to the
audience. Motivation for shots
is frequently evident, but not
always.
Audio is primarily clear, but oc-
casionally difficult to hear and
prevents the audience from
fully understanding dialogue/
voiceover narration.
Editing techniques are oc-
casionally distracting, with
some transitions used without
purpose. Text, including titles
and credits, is mostly readable,
but not always. Some guidance
is needed to export the final
product for screening.
COMMENTS
The story structure provides clear
evidence of organization in three
acts (beginning, middle, and
end), ideas are clearly connected,
and there is an obvious introduc-
tion and resolution/conclusion.
Demonstrates understanding of
camera features, including turn-
ing on camera, zoom, setting up
shots, attaching to tripod.
Project shows clear understand-
ing of various shot styles and use
of rule of thirds. Video footage
is well-framed without lighting
issues. Techniques such as pan
and zoom are used appropriately.
Motivation for shots is evident (e.g.,
close-up to show emotion; wide
or establishing shot used to set
the scene).
Audio is clear and shows under-
standing of techniques to capture
good dialogue and/or voiceover
narration, including distance
between camera and subject,
and recording video in a location
without excessive noise.
Editing techniques, including
importing media, transitions, text,
pacing (length of shots), and au-
Post-Production 1.7b
dio provide a cohesive and com-
pelling final product. Text is easily
readable (font and length of time
on screen) and includes titles and
credits. Final product is exported
appropriately for screening.
 Text The text presents one or two Partially developed text translated Development of text supports
Text The text
ideas andpresents
doesn’t one or two
always Partially
into developed
a focused story text
andtranslated
supports aDevelopment of textvisual
well-built, stylish supports
story
ideas and
support doesn’tNot
images. always
all text is into aoffocused
most story Most
the images. and supports
text is a well-built,
line. stylish visual
Text is legible, story
appropriately
supportTitles
legible. images. Not all may
or credits text is
be most ofthough
legible, the images. Most text
sometimes isn’tis line. Textand
placed, is legible,
held long appropriately
enough on
legible. Titles
missing or notorreadable.
credits may be legible,
held longthough
enoughsometimes isn’t
on the screen. placed,
the and held long enough on
screen.
missing or not readable. held long
Titles and enough on present
credits are the screen.
and the screen.
Titles and credits are present and
readable.
readable.
Copyright Several issues related to There are some issues related Understanding of copyright is evi-
Copyright Several issues
copyright related which
are evident, to There
to are some
copyright, thatissues related
may include Understanding
dent, follows fairofuse
copyright is evi-
guidelines,
copyright
may areuse
include evident,
of nonwhich
fair to copyright,
use of non fairthat
usemay include
audio or dent,images/audio
and follows fair use
areguidelines,
properly
mayaudio
use include
anduse of nonand
images, fair use of non
images fair not
and/or useproviding
audio or and images/audio are properly
credited.
use audio
doesn’t and images,
always and
provide credit imagescredit.
proper and/or not providing credited.
doesn’t
for always provide credit
sources. proper credit.
for sources.
Voiceover Oral presentation is difficult to Oral presentation is usually Oral presentation is spoken clearly
Voiceover Oral presentation
hear is difficult
and spoken with to
little in- Oral presentation
clear is usuallyand
with some intonation Oral audibly
and presentation is spoken clearly
with expression, into-
hear andand
tonation spoken with little
expression. in-
Little clear with some
expression, usingintonation and
an appropri- and audibly
nation, with expression,
and appropriate tone. into-
tonation and
variation expression. Little
in tone. expression,
ate tone mostusing antime.
of the appropri- nation, and appropriate tone.
variation in tone. ate tone most of the time.

Audio The purpose of audio selection Selection of audio supports There is meaningful selection
Audio The
is notpurpose of audio
clear and limited.selection
Use of Selection
the of audio
story, but supportsmay
occasionally There
of is to
audio meaningful
accompany selection
images
is not clear
music and the
distracts limited. Use
viewer andof thedistracting.
be story, but occasionally
Use of musicmay of audio
and story.toDeliberate
accompany images
selection
music distracts
doesn’t support the
the viewer
tone orand be distracting.
usually supports Use
theofmood
music and
of story.toDeliberate
music selection
help the audience
doesn’tofsupport
mood the tone or
the movie. usually
and tonesupports the mood
of the movie, but not of music to help
understand the audience
the mood and tone of
mood of the movie. and tone of the movie, but not
always. understand
the movie. the mood and tone of
always. the movie.

Teamwork There is not a clear distribution Production roles are defined, Production roles are clearly
Teamwork Roles)
(Production There
or is not a clear
understanding of distribution
production Production
but roles
not always are defined,
followed. Fair Production
defined androles are clearly
followed. All group
(Production Roles) or understanding
roles. Filmmaking of production
cues (quiet but not always followed. Fair
distribution of work is somewhat defined and
members havefollowed. Allproduc-
a role in group
roles.
on theFilmmaking
set, etc.) arecues (quiet
not used distribution of work
accomplished. Filmmakingis somewhat members
tion. have a cues
Filmmaking role in(quiet
produc-
on
onhelp
to the set, etc.) production.
manage are not used accomplished.
cues (quiet on theFilmmaking
set, etc.) are tion.set,
the Filmmaking cues to
etc.) are used (quiet on
manage

Learning in Focus | www.shiftworkshops.org

to help manage production. cues (quiet on the
used most of the time. set, etc.) are the set, etc.) are used to manage
production.
used most of the time. production.
Post-Production 1.7b

Student Name(s):
Student Name(s):
Comments:
Comments:

50