storyboard assignment rubric

Responding, Evaluating, Grading

Self-Evaluation Criteria for a Storyboard Assignment

David Hudson - English

Storyboards visually lay out a plan for a video so that the plan can be revised and improved. Keep in mind then that a storyboard can be evaluated on two levels:

1. By how well it communicates the logic of the video’s proposed design. If the designer has a fantastic idea for a video, but the storyboard doesn’t communicate that plan well, the storyboard hasn’t achieved its purpose. No one else can approve the plan, others on the design team who might help implement it will not know what to do, and the design team as a whole cannot make useful improvements to the proposed video design.

2. As the actual plan of the video. If the storyboard is well enough designed that the video’s plan is easy to follow, the design team can begin looking for places to make fruitful revisions to the video’s design. For example, such revisions might involve the video’s focus, organization, pacing, combination of multimodal elements, choice of images, etc.

The questions below are meant to help you consider both aspects of your storyboard: how well it communicates the plan and how the plan itself might be revised. In each set of questions, concerns for clarity are addressed in the first bullet point or two; the rest are concerned with the design of the plan itself.

Who is the intended audience(s) of the proposed video and of the storyboard?

• Who is the intended audience for the storyboard? What purposes does this particular storyboard most serve: getting the design approved, eliciting feedback from others, helping collaborators work together on this project, providing a “rough draft” of the video plan primarily for the designer? How does the storyboard help meet the needs of its intended audiences?
• Who seems to be the intended audience of the proposed video, and what is this video’s primary purpose? How does the video’s design take these into account?

What seems to be the message and conceptual grounding of the planned project?

• What is the overall argument, or message, of the proposed video? How well could outside readers understand this message, based on the storyboard?
• How does the storyboard communicate the most important concepts or ideas in this project? Where does the storyboard best communicate these concepts, and where might the storyboard make the ideas that inform the video clearer or more developed?

How does the order of takes and scenes seem to contribute to the planned message?

• How well, based on the storyboard, could someone other than the storyboard designer understand the way scenes will be developed? Do some seem more or less important to the overall message? Where might an idea be developed more, or developed differently? Do any slides seem potentially superfluous?
• In short, how are ideas linked, and why does the order of ideas matter? For example, what if you shifted the order of some scenes, or of frames within scenes? How might that affect the overall message, the coherence of key ideas, or the effect on viewers?
• How does the planned opening set up the rest of the video? Based on the opening alone, what kind of expectations would you have for what follows? How hooked would you be as a viewer? How does the rest of the storyboard build on this opening?
• If you looked at just the plan for the conclusion, what would you remember about the video? How do you think these concluding images and ideas will influence viewers’ “takeaway” from the video? What makes the conclusion forceful?

What is the relationship among the visuals, audio, and text (spoken or written)?

• How does the storyboard represent the relationship among these elements (image, speaking, writing, music and sound effects)? How easily can readers see, at a glance, how each of these elements are working in each major part of the storyboard? For example, does the storyboard just explain the image or the voice-over narration, or does it also identify any music, audio effects, written text, camera movement, or timing of the shot/scene?
• Overall, how do the relationships among these elements contribute to the video’s message/argument?
• How might they contribute to viewers’ overall experience (e.g. tone and mood, recognition of themes, sense of relationship to the subject matter)?
• Where do the visual, aural, and textual elements seem planned so as to complement one another especially well?
• Where might the storyboard, and the proposed video, get more mileage out of a sequence by making greater use of one or more of these elements?

What roles do the film’s pacing and transitions play in its overall message?

• Based on the storyboard, how easy is it to get a sense of the overall pacing of the video? How might the reasoning for this pacing need to be explained to the storyboard’s audience?
• How do the planned transitions contribute to the overall message?
• How does the plan’s use of camera angles and movement (panning, zooming, etc.) contribute to the intended effect?
• How do transitions and camera use complement the overall pacing of the video and its intended effects?

UW-Madison WAC Sourcebook 2020 Copyright © by David Hudson - English. All Rights Reserved.

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• Storyboarding as Assessment

Storyboarding is a form of visual storytelling. Its purpose is to convey a series of events by using static panels. This form of storytelling is often used in animation and film production, where directors outline complex action scenes before shooting. Storyboarding for educational purposes builds on the idea of organizing events that occur over time. This type of assessment can allow students to creatively demonstrate their understanding of a concept, pattern, or step-by-step process. For example, in History this could entail historical events that must be placed in a timeline. In Physics, students may be required to visualize and explain the trajectory of a flight. Storyboarding can also be a useful tool to gauge the learning that occurs throughout a course. For instance, students can begin by drafting a “scene” at the beginning of a unit or topic, and add details (such as dialogue or exposition) while their understanding of the concept evolves. Noting the detail that a student puts into their storyboard is a helpful way to assess their comprehension of a subject.

Storyboarding Tools

The following storyboarding tools can help students “craft” their narrative.

Download blank storyboard template

Free storyboard software: storyboardthat ; Miro ; Milanote ; Wonderunit ; Boords

Tips and tricks for creating effective storyboards

Keep it simple: Your storyboard should be easy to follow

Don’t jampack your scenes with too many details OR leave out essential details so that no one knows what’s happening; Find a balance

Don’t worry about “making it pretty”, especially for first drafts; Use simple drawings or pictures with clear dialogue

“Is that a tree or giraffe?” If drawing isn’t one of your strengths, don’t be afraid to label your objects and characters for clarity

Convey context and location in at least a few of your scenes (such as a streetlight, storefront, or office)

You may choose to show a different level of zoom in each scene to highlight an important point (i.e. if an object fills the frame, it’s going to be a close-up.)

If your scene includes action, remember to include some form of direction (either through dialogue or by adding arrows)

Assignment Examples:

Create a Storyboard - Columbia University

Storyboard Assignment - StuDocu

Storyboard Assignment - Stanford HCI Group

References / Guides:

Evaluation Criteria for Storyboarding - University of Wisconsin-Madison

Storyboarding Blueprint - University of Suffolk

11 of the best storyboard templates & creative writing resources - Teachwire

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iRubric: Creating a Storyboard and Script rubric

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Storyboard Novel Scenes: Assignment, Templates, Rubric

What educators are saying

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Description

Storyboarding is such an engaging way to bring the scenes of any novel to life for your students.

In this curriculum set, you’ll find everything you need to introduce students to the concept of storyboarding and help them to storyboard an important scene from your current text.

I've used the storyboarding project with 1984 and The Great Gatsby with wonderful success. Students love making the connection from literature to film, and artistic students have a chance to show another form of their intelligence. These storyboards make great displays in class too.

From the Reviews:

"This was a great resource to scaffold my learners who needed to produce a storyboard for their short films."

"Great resource!"

"Great resource! Thank you!"

What’s inside:

Student Work Examples: These two student work examples will give you a sense for what storyboards might look like. You can easily pull up more storyboards online to show your students – you might consider searching for a few from their favorite T.V. shows for inspiration. For example, here’s one from the Game of Thrones: http://www.makinggameofthrones.com/production-diary/storyboard-mel-at-castle-black.

Project Handout: This explains the assignment to students and lets them know what steps they’ll be going through.

Creating a Storyboard: The nitty gritty.

Rough Draft Sheets: You can either give students all of these or scatter the options out in the front so they can choose a format they like.

Final Draft Sheet: This just gives students a place to create their final, gorgeous finished product. Though of course, many of them will choose to design their storyboards in some other way.

Rubric: This rubric is designed to keep you from getting bogged down while grading the work.

You might also be interested in:

STEM ELA: Character App Project

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Please note: At this time, the rubrics you can add to assignments from Quick Rubric are there as reference, and can't be digitally marked up. But that's not the only way you can leave feedback!

Leaving Comments on Storyboards

When you're viewing student work as part of an assignment, there's a comments section below their work:

Here, you can provide feedback on their work or let them know what grade they received.

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Students can view comments when they view their own work.

After they log in, they can go to "My Storyboards" and click "View Details on the storyboard they wish to see the comments for.

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