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Restaurant Review Video Project

Grade 11Other10 days

The 'Restaurant Review Video Project' for 11th graders combines media arts and digital ethics to create a 60-second video review of local restaurants, integrating interviews with patrons and owners to add authenticity and cultural perspectives. Students learn to effectively use design tools like Canva for overlays, apply digital ethics for content creation, and incorporate peer feedback for refinement. This project encourages critical reflection on media's role in societal change and aims to develop students' ability to create engaging and ethically sound video content.

Restaurant ReviewMedia ArtsDigital EthicsCultural PerspectivesVideo CreationPeer CritiqueSocial Change

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can students create an impactful and ethical restaurant review video that engages viewers, enriches content through interviews, and respects digital ethics, while also reflecting cultural perspectives and encouraging social change?

Essential Questions

Supporting questions that break down major concepts.

What are the components of an effective and engaging restaurant review video?
How can interviews with restaurant owners or managers enrich the content of a review video?
In what ways can the visual and audio elements of a video captivate an audience?
How do the principles of digital ethics, such as copyright and citation, apply to video creation?
In what ways can media arts influence cultural perspectives and create social change?
How can peer critiques be effectively used to improve media work and incorporate diverse perspectives?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will create a 60-second review video for a local West Point, NE restaurant, integrating interviews and multimedia elements.
Students will apply digital ethics, including copyright and proper citation practices, in the creation of their video projects.
Students will engage in self-directed and peer critiques to improve the quality and impact of their media project.
Students will analyze and incorporate personal and cultural perspectives in their video projects to encourage social reflection and change.
Students will understand the impact of media arts on cultural perspectives and learn how to use media to catalyze conversations around social change.

Media Arts Standards

FA 12.1.3.c

Primary

Engage in self-directed and teacher-directed critiques of media arts. Reflect on and improve one's media work by participating in a peer critique sessionReason: This standard is aligned as students will critique their own video work and participate in peer critique sessions to improve their media creations.

FA 12.1.4.a

Primary

Use historical, cultural, aesthetic, and critical frameworks to examine the capacity of media arts to reflect, affect, and catalyze personal reflection, action, or social change.Reason: This standard supports the project's aim for students to understand and apply the impact of media arts on society, reflecting cultural influences and encouraging social change.

FA 12.1.4.b

Primary

Apply digital citizenship concepts in media arts (e.g., copyright, plagiarism, citations, liability, validating resources).Reason: Essential for teaching students about the ethical use of media, this standard is crucial for integrating digital ethics through proper copyright and citation practices in their videos.

FA 12.1.4.c

Primary

Incorporate and analyze personal or collective experiences, perspectives, and ideas of others in media arts.Reason: Aligns with the goal of integrating various cultural perspectives in media projects, fostering diverse and inclusive expressions in student-created content.

Entry Events

Events that will be used to introduce the project to students

Customer Perspective

Students are tasked to interview various regular patrons to learn what keeps them coming back and to capture these stories in their videos. This approach not only piques curiosity but also provides authentic viewpoints to incorporate into the project.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Customer Perspective Interviews

Students shall interview various regular patrons to grasp what keeps them coming back. This will serve as real-world context for their video projects, adding authentic viewpoints.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Collaborate with the restaurant manager to gather the names of regular patrons willing to participate in the project.

2. Schedule interview sessions with willing participants and prepare open-ended questions to gather the most insights possible.

3. Conduct interviews, recording the discussions, and taking note of key points shared by the patrons.

4. Review the recorded material and select key insights and quotes to integrate into the final project.

Final Product

What students will submit as the final product of the activityA collection of video recordings and transcriptions of customer interviews highlighting their experiences and perspectives.

Alignment

How this activity aligns with the learning objectives & standardsFA 12.1.4.c (Incorporating personal or collective experiences in media arts).

Activity 2

Owner/Manager Insights

Students will engage with the restaurant owner or manager to hear their perspective and gain insights on what makes their establishment unique.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reach out to the restaurant’s owner or manager to schedule an interview, similar to the patron interviews.

2. Prepare tailored questions regarding the restaurant's history, mission, and what makes them stand out.

3. Conduct the interview on-site and shoot video footage that could serve not only as an interview but also show the location’s ambiance.

4. Analyze the interview material, picking essential themes and interesting points to highlight in the review.

Final Product

What students will submit as the final product of the activityA video recording rich with insights about the restaurant's unique selling points from the owner or manager's perspective.

Alignment

How this activity aligns with the learning objectives & standardsFA 12.1.4.a (Cultural frameworks in media arts).

Activity 3

Digital Ethics in Media Creation

Students learn about digital ethics and how to properly credit sources, address copyright, and validate their resources during the creation of their video essays.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Introduce students to digital ethics, focusing on copyright basics, how to cite sources, and legalities involved in using third-party content.

2. Research copyright-free music or use a sound library and compile a list of graphics or materials that are safe to use.

3. Incorporate chosen materials into their video project while documenting all sources to be included in the credits.

Final Product

What students will submit as the final product of the activityA video segment in which all media assets are ethically sourced and properly cited.

Alignment

How this activity aligns with the learning objectives & standardsFA 12.1.4.b (Digital Ethics in media arts).

Activity 4

Creating the Visual Experience

This activity focuses on students applying visual design principles using Canva to create overlays that enhance the presentation and storytelling of their video.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Explore various Canva design templates that align with their video theme and style.

2. Create customized overlays, incorporating text and graphic elements that support their video narrative.

3. Test the overlays with video footage to ensure visual harmony and that it enhances rather than distracts from the message.

Final Product

What students will submit as the final product of the activityA set of visually appealing Canva overlays used in the video, enhancing its overall look.

Alignment

How this activity aligns with the learning objectives & standardsFA 12.1.4.a (Aesthetic frameworks in media arts).

Activity 5

Peer and Self-Critique Session

Students will engage in structured peer critique sessions to offer and receive constructive feedback, ensuring that diverse perspectives are considered in refining their videos.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Finalize a draft of the video, including all interviews, music, and overlays.

2. Share the draft with peers during a critique session, receiving feedback focused on content, ethical considerations, and visual appeal.

3. Reflect on feedback received individually, identifying areas for improvement based on peers' insights.

4. Make necessary edits and improve the project to address the feedback received from the peer critique session.

Final Product

What students will submit as the final product of the activityA refined version of their video that incorporates feedback for improved quality and impact.

Alignment

How this activity aligns with the learning objectives & standardsFA 12.1.3.c (Self-directed and peer critiques in media arts).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Media Arts Video Creation and Critique Rubric

Category 1

Content Development

Evaluates the depth of content creation including interviews, perspectives, and engagement.

Criterion 1

Incorporation of Interviews

Assesses how well student integrates interview content from patrons and owner/manager into the video.

Exemplary

4 Points

Effectively integrates rich, diverse interview content that enriches the video narrative and engages the viewer meaningfully.

Proficient

3 Points

Successfully includes interview content that contributes to the video narrative and keeps the viewer engaged.

Developing

2 Points

Includes some interview content, but it may be inconsistent or may not enhance the narrative effectively.

Beginning

1 Points

Integration of interview content is minimal, lacking coherence and engagement.

Category 2

Digital Ethics

Examines the students' application of digital ethics in sourcing and using media materials.

Criterion 1

Ethical Media Use

Evaluates the extent to which students apply copyright and citation practices in their video creation.

Exemplary

4 Points

Demonstrates exceptional understanding and application of digital ethics, with all sources cited accurately and legally used.

Proficient

3 Points

Shows clear understanding and application of digital ethics, with most sources cited correctly and legally used.

Developing

2 Points

Exhibits partial understanding of digital ethics with some citation errors or questionable legality of used materials.

Beginning

1 Points

Demonstrates limited understanding of digital ethics, with significant citation errors or illegal use of materials.

Category 3

Visual and Aesthetic Quality

Assesses the students' ability to create visually appealing and harmonious video content using design tools.

Criterion 1

Design Element Integration

Assesses how well students integrate design elements such as overlays into their video.

Exemplary

4 Points

Design elements are seamlessly integrated, enhancing and elevating the overall video experience.

Proficient

3 Points

Design elements are well-integrated, positively contributing to the video experience.

Developing

2 Points

Some attempt is made to integrate design elements, but they may not enhance the video as intended.

Beginning

1 Points

Design elements are poorly integrated, detracting from the overall video experience.

Category 4

Critical Evaluation

Focuses on the students' ability to engage in self and peer critiques to improve their video projects.

Criterion 1

Feedback Utilization

Evaluates how well students use peer and self-feedback to refine and improve their final video product.

Exemplary

4 Points

Critically evaluates feedback with full integration into the video, showing significant improvement and thoughtful revisions.

Proficient

3 Points

Effectively applies feedback to enhance the video, resulting in notable improvements.

Developing

2 Points

Incorporates some feedback with limited impact on the final product's quality.

Beginning

1 Points

Minimal use of feedback, with negligible improvement to the final product.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

Reflect on the entire process of creating your restaurant review video. What were the key challenges, and how did you overcome them to produce a compelling final product?

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Question 2

On a scale from 1 to 5, how effectively do you think your video engaged viewers and enriched content through interviews and multimedia elements?

Scale

Required

Question 3

What did you learn about digital ethics, such as copyright and citation, during this project? How will this knowledge impact your future media projects?

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Question 4

In what ways did participating in peer critiques influence your final video project?

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Question 5

Reflect on how your video project might influence cultural perspectives or encourage social change. What impact do you think it could have on viewers?

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