Video-+Self+Reflection

=Critical Analysis= Toward which overall expectation(s) will this reflection provide evidence? REFLECTING, RESPONDING & ANAYSING B1. The Critical Analysis Process: use the critical analysis process to reflect on and evaluate their own and others’ drama works; B2. Drama and Society: demonstrate an understanding of how societies present and past use or have used drama

**Initial Reaction:**
express your first reaction to a work. There are no wrong answers if the response is sincere.

**Analysis**
You are explaining the overall effect of the compositional features. Describe and explain how the individual elements have been used and how they relate to each other. How do the set, costumes, props add to the theme of the play?

Cultural Context
how aspects of an artist’s life, the time period, current events, can affect both the artist and the audience.

Aesthetic Judgement
Compare your perception of the drama after reflection and analysis to your initial reaction. Make connections to other works (videos) you have seen or heard.

On-going Reflection
How is your work successful? What could be changed?

=1980s Music Video Evaluation Rubric=
 * Knowledge - by researching within the years given, interacting on the Wiki, you should be able to isolate and label the important conventions of a music video (circa 1980). The understanding of jargon, and of the connection to current events and pop culture (circa 1980) will be expressed in the video and in your writing. || R || 1 || 2 || 3 || 4 ||
 * Thinking - sharing and using what you have learned about music video conventions in the 80s, and adding to this your own experiences with the genre, your class time used for brainstorming, planning, rehearsing, (parts of the creative process) sessions will be focussed and productive. //Time management is expected.// || R || 1 || 2 || 3 || 4 ||
 * Communication -your final group video, and your individual reflection comments, will discuss the role of the music video as a window on issues, society and culture. Consider also the aesthetic and technical aspects of the genre-what works, what doesn’t? This may be accomplished on the WiKi or the Blog. || R || 1 || 2 || 3 || 4 ||
 * Application - transfer technological skills and make connections to learning acquired in previous courses, personal exploration, teacher-directed lesson //ie. using a video camera, blocking and framing a shot, importing and editing clips, merging clips and publishing a final cut.// Your group should explicitly select one technical element for effect //ie. the spinning transition creates a flashback feeling.// || R || 1 || 2 || 3 || 4 ||