As teachers in this highly digital world we live in, it is very likely you will need to create instructional lessons that can be viewed online. For this assignment, you will create an instructional video (3-5 minutes) for classroom use. You will choose a topic, identify the content standards that are met with the instructional video, and the grade level. You will write a pitch, create a storyboard, use a digital camera, edit video files, and upload your completed video to YouTube.

Here are student made instructional videos from Spring 2016:  https://www.youtube.com/playlist?list=PLEHPUlBdIUMO2lVu0m5TPSgJf78wQHByw 


  1. To create an instructional video on a topic from the content standards of your future grade and topic.
  2. To learn learn how to prepare to create an instructional video (storyboarding)
  3. To be able to use a digital camera to record video lessons (understand sound, lighting)
  4. To be able to edit video footage using iMovie (for Mac) or Movie Maker (for PC).
  5. To be able to upload and share your instructional video using YouTube.


  1. Computer, tablet, or smartphone with wifi
  2. Digital Camera (You can use your phone)
  3. Video editing software software (can be used in class)
  4. Thumb drive or external hard drive for video files OR Google Drive

ACTIVITY: Steps to Success

  1. You will be working in teams of 2 or 3 to plan, film, and create an instructional video. You will work in teams to write a pitch, create a storyboard, and gather images and video clips for your video. However, the video editing will be done independently. 
  1. Step 1. Write your video pitch and create your storyboard (Done in a Group)
  1. Work with your team members to document your video concept and general plans using the Video Project "Pitch" Template. At this stage, you will identify the grade level, the subject area, and the standard(s) you want to address in your video, and come up with a general plan.
  2. Work with your team members to identify the sequence of images, music, text, video clips, and narration you will use for your video using the  Video Project “Storyboard” Template. Your storyboard must include a plan for organization of location, props, dialogue, etc. to promote learning of the subject area you identified in your pitch.
  3. The pitch and storyboard will be posted on your blog.
  4. California Content Standards: http://www.cde.ca.gov/be/st/ss/ 
  1. Step 2. Film your video clips!  (Done in a Group)
  1. Bring at least one video recording device per team to class, and work with your team members to record short video clips or series of clips for your video. Each person must take part in the camera shoot with the team. You have two options for video recording device.
  1. You can use your own video camera, iPhone, or iPad. If you plan to use your own device make sure it is fully charged, and bring the charge cord with you to class on the day of shooting. Also be sure to test your device before class and learn how to extract video clips from your camera. You also need to bring the USB cable with you to retrieve the data from your device.
  2. Check a camera out from Kellogg Library. You can check out flip cameras and traditional video cameras from the Student Help Desk on the second floor of Kellogg Library. Check out is free with your student ID. Checked out cameras can be kept for 7 days. These cameras may or may not be charged. You should plug in and charge the device as soon as you get it so it will be ready for your use in class. You should also check out a microphone with the camera just in case to make sure the audio quality is high. IMPORTANT: If you plan to check out a video device from the library you NEED to do this during the week (Monday through Thursday).
  1. Share video clips and images with team members by uploading them to Google Drive. Make sure to create a folder in Google Drive, and share the folder with the team members. This makes it easier to organize media for your video. You can also bring a flash drive to move files from class computers to your personal computer.
  1. Step 3. Edit your video! (Done Individually).  
  1. Each individual student will bring images and the video clips together, arrange them in a video editing program, and generate one video file. You can use iMovie (for Mac), Movie Maker (for PC). While the interface for different video editing programs look slightly different, they work similarly: They all have timeline that you drag audio, video, and images into, ability to add text, and transitions from scene to scene, and allow you to import/export files. To be able to work with all the different files (e.g. images, video, audio) in the video editing program, you need to import them into the program you are using.
  2. Add Narration (Done Individually)
  1. Although a lot of the narration will be done by videotaping each team member, there may be parts of the video that require added narration.  All extra narration will be done individually.  For example, if you have a scene where you are planning to only show graphics or PowerPoint slides and have narration you can work together to write the narration, but each person will record their own.
  2. You can use your smart phones to record narration, or you can record the narration using the computer video editing software program.  
  1. Most video editing programs allows you to record voice directly into the program, which is sometimes known as “voice over”. Look for a microphone or a record sign in the video editing program you are using. If the program does not have voice over option, then you need to find a microphone to record your own voice on an audio recording software or application. You can use Audacity software package. If you are a Mac user, you can use Quick Time Player (File->New Audio Recording). If you are a Microsoft user, you can use Sound Recorder (click here for instructions).
  1. Add Background Music, Text, Titles, & Effects to your Video (Done Individually)
  1. Each individual student will add background music, titles, and special effects between scenes to their video to support the narration. Different video editing programs have different options, so make sure to play around with the program you are using to find out how to add music, titles, and effects. Be careful with the volume of the background music and make sure that the music does not overpower the narration. You can use music to support transitions between events.
  1. Step 4: Export/Upload to YouTube (Done Individually)
  1. Once you are done with editing your video, then you need to export your video to YouTube.  Most video editing programs allow you to directly share your final product on Youtube. However, if this is not the case, you need to go to Youtube and create an account, and upload the final video file with the acceptable file format to Youtube. Make sure you select ‘public’ under settings on YouTube to allow for everyone to watch your video.Once you add background music, titles, and effects, and done with editing your video, you need to export your video file to a file format that can be shared and uploaded to YouTube such as .mp4, .mov, etc.
  2. After your video is uploaded to YouTube you can then add your video captions
  1. Captioning is very easy in YouTube as long as you have taken the time to write your narration!  Here are the instructions to add captions in YouTube using the video manager tool.
  1. Step 5:  Post your video and an assessment form on your Blog (Done Individually)
  1. Create a post on your blog.  
  1. Begin the post with a summary of the lesson.
  1. Include links to the “pitch” and “storyboard” used to create the video lesson.
  1. Provide the URL to the lesson video, OR embed the video into your blog post.
  2. Use Google Forms to create a short 5 question assessment form to be used with the video lesson to check for learning.
  3. End your post with a short reflection on which ISTE standards were met by completing this assignment.

Assignment Requirements reviewed:

Instructional Video:  Pitch and Storyboard

Planning is a very important step in completing a successful instructional video.  Complete the “Video Project Pitch” and “Video Project Storyboard”.  The better you plan the video the easier it will be to complete!  Have one person in your group copy the pitch and storyboard into a new Google Document for the team to collaborate.

Video Project Pitch

Video Title: 4/4 Time and Note Values

Grade Level: 6-8

Middle- High School

Subject Area: Music


Standard(s) Addressed:

(Use the CCSS, CA Standard or NGSS Website)


Video Goals & Objectives:

(What concept or idea does the video try to show or demonstrate?)

4/4, quarter notes, half notes, whole notes,

Video Description:

(Provide a brief description of your video)

An instructional video aimed at teaching students the meaning of 4/4 time and the values of whole, half, quarter, an eighth notes.

Settings, Characters, & Resources:

(Indicate where your video will take place and what props might be needed.)

Team Names & Roles:

(Provide the full name of your team members. Identify responsibilities for each team member, e.g. Who is responsible for bringing or providing certain materials or resources?)


Contact information:

Team members responsibilities:

Colin Hagan


Brandon Warner


Eleni Stang


Nicole Drago


Video Project Storyboard:


(Your video must include at least 3 scenes and all group members must be videotaped)


(What will it look like? What visual will you use? What or who are you videotaping? What graphics will you use?)


(What audio will you use? When will you use music and what music will you choose?  What is your narration, your script, for each scene?)


Title (must start with title, content standard, and group names).


The title will be white over a background of space photos.

It will first show the title “Music!”

Then the title will disappear and it will show the California Content Standard for Music grades 6-8

1.1 Read, write, and perform simple rhythmic patterns, using eighth notes, quarter notes, half notes, and rests.

This will be followed by the team members’ names.


“Three Pointer” will be playing in the background as the title, standard, and names are shown.

Scene 1


In scene one we will introduce the topic of counting time

Brandon and Colin will be videotaped using a green screen during and will be dialoguing about counting music.

They will b in front of an outdoor background.

Brandon and Colin will be having the discussion in the middle of the screen.


No music

Colin approaches Brandon who is listening to music. Brandon is silently counting to himself.

Colin: Yo Brandon, whatcha doin man?

Brandon: What’s up Colin, I am just listening to music.

Colin: Did I hear you singing along?

B: No, I actually was counting the music.

C: Counting music? What’s that?

B: I am counting bars, beats per measure and time increments.

C: Whoa, so it is like math?

B: Ya, it’s pretty similar. Music can be broken down into numbers and measured just like math and science. This process goes on all the time when musicians are writing songs or producers are recording music.

Scene 2

Transition scene: Brandon doing something silly.

Transition Music: “Three Pointer”

Scene 3

4/4 Time

In this scene Brandon explains 4/4 time

Brandon is on the left side of the screen, with the right side used for graphics of 4/4 time and measures and etc. She faces the camera and speaks into it.

Background is space

Image result for 4/4 musicImage result for music measure

Related image

File:Metric levels.svg   

No music

“One of the ways music is measure is by meter. Meter is defined as the rhythmic structure. The most common meter, which is present in practically all of popular music is 4/4.

“In a meter such as 4/4, the top number represents beats per measure and the bottom number represents the note value that represent one beat, also known as beat unit.”

Scene 4

Transition scene: Nicole doing something silly.

Transition Music: “Three Pointer”

Scene 5

In this scene Nicole explains beat and quarter notes.

She stands on the right side of the screen with graphics of quarter notes on the left.

Background is space

File:Metric levels.svg

Image result for quarter notes

Quarter Notes and Quarter note activity.

No Music


“So what is a beat?

A beat is a basic unit of time in music. It can best be explained as the pulse, groove and the thing that makes you tap your foot, nod your head or clap your hands.

There are several kinds of beats. The most basic and common beat is the quarter note. A quarter note gets one count or beat. In 4/4 quarter notes sound like this…”

*Hand claps and counting out 1, 2, 3, 4. 1, 2, 3, 4.*

And repeat.

Scene 6

Transition scene: 3 people

Transition Music: “Three Pointer”

Scene 7

Colin and Brandon stand on the left side of the screen, with room for the graphics on the right.

Colin says his piece, then he and brandon *clap* and *shake*, respectively

Background is space

Image result for 8th notes

No Music


“Another very common beat are 8th notes. If a quarter note gets 1 beat than 8th notes get half a beat.  While quarter notes are 1, 2, 3, 4, eighth notes are 1 & 2 & 3 & 4 &.

*Shaker 1 & 2 & 3 & 4 &, 1 & 2 & 3 & 4 &, repeat*

Now here is what 8th notes and quarter notes sound like together.

Colin and Brandon: *Claps 1 2 3 4 and Shaker 1 & 2 & 3 & 4 &*

Scene 8

Transition: 4 people

Transition Music: “Three Pointer”

Scene 9

Eleni, Colin, and Nicole stand on the right of the screen, with room for graphics on the left.

Eleni speaks, then they *Bongo*, *shake*, and *clap*

Background is space

No Music

Eleni: Since we have quarter and eighth notes, we also have half notes. If a quarter note gets 1 beat than a half note gets 2 beats. In other words a half note gets 2 beats instead of 1. Half notes sound like this 1 (2) 3 (4), 1 (2) 3 (4).

*Bongo 1 (2) 3 (4), 1 (2) 3 (4)*

*Add Claps*         *Then Add Shaker*

Scene 10


Transition Music: “Three Pointer”

Scene 11

Colin and brandon are in the middle of the screen, listening to music and counting along.

Background is space

Eleni comes up.

No Music


“What are you doing?”

Scene 12

Credits: White over space

*You will be using transitions between each scene, so be sure to think about what your transition will look like.  Maybe you would like it to slowly fade to the next scene, or many you’d like it to exit left and have the next scene enter from right.  There are numerous transitions available in iMovie.