Portrait of a Place Reflection

What was the place you tried to portray?
I portray a place that I went to as a kid in the past with a few friends. It was an old abandoned railroad station and had many old converters and guard stations. We would hide stuff there like magazines, BB guns, and money. The place presently is stripped of its tracks and leveled. This saddens me for this place was a refuge for my friends and I.




What details did you choose to portray about this place?
I tried to get footage of most of the area. I wanted to show the overpass to show people that this station is in a common area of the city of Hilliard over Cemetery Rd. I examined a lot of what was rusting a breaking down to show that the place is rustic and fading away. 


What changes did you make to your plan along the way? That is, how did your pre-production plan change when you filmed, and what new discoveries did you make in post-production?
I originally planned to have my walk into the frame of each shot and fade out walking. I wanted to emphasize the meaning of my faded past and of what I use to do in the area.



Name at least one change (or more) you would like to make to your film. Why?
I would like to add a tripod into use. I feel the less shaky the film is, the easier it is to recognize the shot itself.


Highlight the boxes where you feel you fit.

	Advanced	Proficient	Basic	Approaching
Creative Expression and Meaning-making	The student developed an inventive solution to the prompt. The project is personal and meaningful to the student and (s)he can articulate what it means to him/her. The project is thoughtful, unique and original for viewers.	The student developed a good solution to the prompt. The project is thoughtful and well done. The project has personal meaning to the student and (s)he can articulate what it means to him/her.	The student followed the prompt. The project may not be entirely original or unique, but still has personal meaning to the student.	The student did not follow the prompt, or created a solution that (s)he cannot explain. The project may be derivative or lack evidence of original thought.
Visual / Audio Technique	Thoughtful use of visuals. The student can rationalize his/her use of camera angles, composition, pacing, sounds, narration, and music as they relate to the meaning of the project. The visuals are visible and the audio levels are appropriately loud or quiet.	Good use of visuals. Camera angles, composition and pacing are attractive but may not enhance meaning. The audio levels may need some adjustment. The student can explain why he/she made many of the choices (s)he made.	Student has put some thought into visuals and audio, but there are some portions of the project that seem careless or thoughtless. Scenes may lack visibility or audio may be inaudible.	Student has put little to no thought into visual or audio technique in their project.
Active Learning / Effort / Attitude	The student took pride in their work, strove to make new understandings and displayed a fantastically positive attitude. The student’s work ethic was exemplary.	The student was active, participatory and positive. The student worked hard from beginning to end.	The student participated most of the time. The student did some of the assigned work. The student may have needed re-direction on occasion.	The student did not participate. Work was not completed on time. The student needed consistent re-direction.