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Creating quality video content that people want to share may seem easy – grab a recorder, flip it on, and film away – but it’s not. The webinar, “Create Shareable Video: How to Plan, Produce, and Distribute Brand Stories Millennials Love,” featured George Mays, co-founder, producer, and director of Red Bull Media House, who started the webinar with a little Greek philosophy about quality story telling. Once you’ve considered these points, begin creating your tale by the following key strategies. Mays believes that every piece of content should have a hook or dramatic question that draws the audience in.
A storyboard is like an outline, and it is considered the most important part of the process. As marketers, we have a tendency to think of our brands first and building off of that, but Mays recommends a different approach. For example, if you own a data storage company, don’t focus on how great your company is at being reliable and secure. Once details are put to paper, you should share the plan with everyone on your team who will be involved in the project.
Mays suggest that those with a larger budget have separate gurus for each part of the process – a videographer, a sound guy, an editor, etc. Those that are operating on a tighter budget can find software and equipment to get the job done.
YouTube has become the premiere platform to share video content because not only is it searchable, but you can customize tags for the video, brand the company channel, and allow comments. A little history: This article first appeared on the MiddleWeb site (with permission from the author) in 1997, in the early years of rubrics in the classroom. The example in Figure 1 (adapted from Perkins et al 1994) lists the criteria and gradations of quality for verbal, written, or graphic reports on student inventions – for instance, inventions designed to ease the Westward journey for 19th century pioneers for instance, or to solve a local environmental problem, or to represent an imaginary culture and its inhabitants, or anything else students might invent. This rubric lists the criteria in the column on the left: The report must explain (1) the purposes of the invention, (2) the features or parts of the invention and how they help it serve its purposes, (3) the pros and cons of the design, and (4) how the design connects to other things past, present, and future.
The four columns to the right of the criteria describe varying degrees of quality, from excellent to poor. A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others’ work. Students were able to articulate what they had learned, and by the end of the year could be accurate with their evaluations.
Rubrics are becoming increasingly popular with educators moving toward more authentic, performance- based assessments. Step 1 may be necessary only when you are asking students to engage in a task with which they are unfamiliar. Always give students time to revise their work after assessing themselves, then have them assess one another’s work. Persuasive Essay Prompt and RubricThe State of California has a law that all students must be educated until they are 16 years old. I discuss how democratic principles and democracy can be used both in support of and against the claim.
My writing is well organized, has a compelling opening, strong informative body and satisfying conclusion. I use first-person form, and I use correct sentence structure, grammar, punctuation and spelling.
Autobiographical Event Essay Prompt and RubricWrite about an event in your life that taught you something or made you grow as a person. My story has a strong lead that develops readers’ interest, a developed middle that builds tension, and a satisfying ending that provides closure, all in an order that flows like water. My story has either a strong lead, a developed middle or a satisfying ending but not all three.
My story gives details about one exciting, funny, sad or unusual event and reveals why it was important to me.
I tell about one specific event in detail but it isn’t clear why it was important to me.
I focus on more than one event, none of which have enough detail to give the story a clear focus.
I use only 1 or 2 descriptive words, only describe relatively unimportant scenes, or give irrelevant details. I create characters by describing who they are, what they look like, gestures, expressions, and using relevant dialogue. I tell who is in the story and their names and ages but do not show how characters behave and feel.


I describe relevant feelings or ideas, but I don’t have a central insight or lesson learned. I use first person form, and correct sentence structure, grammar, punctuation and spelling.
MiddleWeb is all about the middle grades, with great 4-8 resources, book reviews, and guest posts by educators who support the success of young adolescents. The Greeks knew they needed a good story to get people to sit in uncomfortable amphitheater seats and have them stay throughout the show.
The film industry calls this “high concept” – an easy to understand and striking premise that attracts an audience. If the story is not well thought out, the point of the video could be confused and the opportunity lost. Take the audience through a personal crisis of someone who lost all of their data and had to start over from scratch.
Your videos should be quick and compelling, but still get across your messages and allow enough time for your audiences to connect with your characters. Comments are what every brand desires – it shows the engagement of the audience with the content and allows companies to interact with customers.
Creating a great video is a start, but ultimately you want to develop a relationship between your brand and your audience. While you don’t have to be Steven Spielberg, you do have to plan – sometimes extensively – to reap blockbuster rewards.
The term defies a dictionary definition, but it seems to have established itself, so I continue to use it. The rubric could easily include criteria related to presentation style and effectiveness, the mechanics of written pieces, and the quality of the invention itself. As concisely as possible, these columns explain what makes a good piece of work good and a bad one bad. When rubrics are used to guide self- and peer-assessment, students become increasingly able to spot and solve problems in their own and one another’s work. Teachers tend to find that by the time a piece has been self- and peer-assessed according to a rubric, they have little left to say about it.
List criteria: Use the discussion of models to begin a list of what counts in quality work.
Articulate gradations of quality: Describe the best and worst levels of quality, then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work. Practice on models: Have students use the rubrics to evaluate the models you gave them in Step 1. Revise: Always give students time to revise their work based on the feedback they get in Step 5.
The excerpt from the rubric in Figure 3 avoids words like boring by describing what was done during a so-so beginning to a talk and implicitly comparing it with the highest level of quality. It helps if you spend a lot of time thinking about criteria and how best to chunk them before going on to define the levels of quality. Once you’ve created a rubric, give copies to students and ask them to assess their own progress on a task or project. Finally, when you assess student work, use the same rubric that was used for self- and peer-assessment. A piece of work that reflects the highest level of quality for each criterion obviously deserves an A, one that consistently falls in the lowest level is a D or F, and so on.
Tell the story in a way that will let your readers enter into it and understand what it meant to you.
And be sure to subscribe to MiddleWeb SmartBrief for the latest middle grades news & commentary from around the USA.
The webinar focused on what marketers need to consider in order to create quality video content, and it brought forth some interesting points, particularly in regards to the amount of prep work that should go into producing seemingly simple videos for social media sites like Instagram or Vine. You also need a high-quality production, as shortcutting the production process only undermines your efforts in the long run. Mays suggests developing the climax of the story first and then working backward to create a storyboard. Instead, much like a professional director, we should build characters that embody the values and messages they want to tell and be associated with their brands.
Show the emotion that customer felt as they discovered that your company offered reliability, stability, and security. When everyone knows and understands the plan, there is less chance for things to go awry throughout the entire project.


While software and fancy equipment can be a great help, having to learn a new program on the fly can be daunting and delay the project. For example, if you’re considering Instagram or YouTube, you need to create a separate teaser that captures the essence of your message in a short amount of time.
Incidentally, it’s better to have a smaller, engaged audience than a higher amount of views. Take the time to add your logo, make sure your channels are branded, use hashtags, paid search, etc. Releasing content at the same time and on the same day gives your audience something to come back to. More than 15 years after this material first appeared at MiddleWeb and long after its original link was functional, it continues to be one of the most sought-after MiddleWeb resources. Rubrics can improve student performance, as well as monitor it, by making teachers’ expectations clear and by showing students how to meet these expectations. When they do have something to say, they can often simply circle an item in the rubric, rather than struggling to explain the flaw or strength they have noticed and figuring out what to suggest in terms of improvements. During parent conferences I used sample rubrics to explain to parents their purpose, and how they were used in class. Chances are, however, that you will have to develop a few of your own rubrics to reflect your own curriculum and teaching style. A class experienced in rubric-based assessment can streamline the process so that it begins with listing criteria, after which the teacher writes out the gradations of quality, checks them with the students, makes revisions, then uses the rubric for self-, peer-, and teacher assessment.
Thus, students know exactly what they did wrong and how they can do better next time, not just that the opening to their talk was boring. You might also try a clever technique I have borrowed from a fifth grade teacher in Gloucester, Massachusetts. Emphasize the fact that peer-assessment, like self-assessment, is intended to help everyone do better work.
Because one piece of work rarely falls in only one level of quality, many teachers average out the levels of quality, either formally or informally. There is confidence on both sides of the process and it ensures the videographer and director do not forget to capture shots in the moment. If you share your video on Facebook, you need to understand the views are usually one and done – video content is not searchable on Facebook. They’ll come to expect and search out new content once they realize you’re reliably giving them something to come back to.
For that reason, we’ve reposted it here and redirected the original link to this new page.
Rubrics provide students with more informative feedback about their strengths and areas in need of improvement.
Patricia Crosby and Pamela Heinz, both seventh grade teachers, solved the same problem in a rubric for oral presentations by actually listing ways in which students could meet the criterion (fig. The point is for the rubric to help students learn more and produce better final products, so including self-assessments in grades is unnecessary and can compromise students’ honesty.
You may also need to hold students accountable for their assessments of a classmate’s work by having them sign off on the rubric they use.
While it’s important to define the script, it’s equally important to plan out camera angles like master shot, wide, medium, close up, pan, cut-in, cut away, point of view, etc.
Knowing our target audiences will help us define the characters in our stories and allow our customers to connect with what we’re trying to convey.
In doing this, you’ll need a plan for creating content on a regular basis to keep the audience coming back.
At the end of this post, we’ve also included links to several rubrics associated with inference, independent writing, and literary conversation. You can then see how fair and accurate their feedback is, and you can ask for evidence that supports their opinions when their assess-ments don’t match yours. This approach provides valuable information to students on how to begin a talk and avoids the need to define elusive terms like creative.



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