PROCESS
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Step 1:
Each class was randomly assigned an act, and then students from each class choose how to adapt their source material. 
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Step 2:
Students within each class used reverse logic to determine the roles and responsibilities required. to produce the adaptation they have in mind. Then, they formed primary and secondary responsibility teams based on their areas of expertise and interests. 
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Step 3:
Next, team leaders met to set the class schedules and benchmarks, and directors, cinematographers, and writers met to strategize in advance of scriptwriters' meetings.
Next, team leaders met to set the class schedules and benchmarks, and directors, cinematographers, and writers met to strategize in advance of scriptwriters' meetings.
Step 4:
As scriptwriters completed the class's screenplay, the website team constructed the class website.
As scriptwriters completed the class's screenplay, the website team constructed the class website.
Step 5:
Once the scriptwriters completed a script, students completed read-throughs together in class, using Google Docs to provide feedback to both actors and writers. Then, scriptwriters revised the screenplays, actors familiarized themselves with their lines, and directors and tech crew prepared to begin filming.
Once the scriptwriters completed a script, students completed read-throughs together in class, using Google Docs to provide feedback to both actors and writers. Then, scriptwriters revised the screenplays, actors familiarized themselves with their lines, and directors and tech crew prepared to begin filming.
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Step 6:
During filming, the web team photographed progress, drafted written content, interviewed classmates about their responsibilities and began to build out the content of their site. Once filming was complete, classes watched the rough footage, listening to directors' and editors' plans for cutting the footage together, and provided feedback on the filmed scenes and editing plans. 
Step 7: Based on the class-wide feedback sessions, classes completed necessary reshoots and obtained any necessary additional B roll footage. |
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Step 8:
Editors, in conversation with the directorial teams, cut the footage together and hosted it on youtube. |
Step 9:
Classes screened the finished products and explored one another's sites, providing feedback to the web teams, at which point the web teams put the final touches on their sites, adding video footage, and published their sites. |
Additionally, one class's planning documents can be found here.