Female VO Needed for Animated Nonprof Video

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Project Main Details

Female VO Needed for Animated Nonprof Video 
We need a nonunion, voice over that is willing to allow us to use their voice to narrate an animated video we're producing. We would like full buyout, for a perpetual amount of time, for internal and external uses as the nonprofit organization sees fit.

The video seeks to explain what noncognitive factors are and why they're important, the affect they have on academic outcomes, and the role classrooms and teachers play in shaping those skills.

The video will be shown to school leaders (principals and teachers), education influencers (policymakers, national education thought leaders and highly involved parents).

IMPORTANT TO NOTE -- this is video is for a local nonprofit organization, hence why the budget is low, but we appreciate your audition and will reach out directly if interested in using you for this project. Thanks! 
2016-08-12 23:02:35 GMT
2016-08-19 12:00:00 (GMT -06:00) Central Time (US & Canada) 
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Closed and fulfilled
0 direct invitation(s) have been sent by the voice seeker resulting in 0 audition(s) and/or proposal(s) so far.
Voice123 SmartCast is seeking 70 auditions and/or proposals for this project (approx.) Invitations sent by SmartCast have resulted in 9 audition(s) and/or proposal(s) so far.

Project Parameters

The Voice Actor should be located in:
Fixed - USD 300
Others (on-camera, infomercials, live announcers, spokespersons)
Via Internet: Primarily Chi but potentially also domestically
English - USA and Canada
Middle Age Female OR Senior Female
• Phone Patch AND
• Audio files must be delivered via email AND
• Audio files must be delivered via FTP/Dropbox/Google Drive/cloud
There are no special pre-, post-, or production requirements for this project.
Not defined
This is a non-union project
Looking for a female VO to read through an informative, educational script for an animated video. The voice should sound trustworthy, knowledgeable, caring, informative, and energetic when describing the complexity of this educational model.

Script Details

Noncognitive Factors Video Script

"Persistence. Resilience. Optimism. Self-control. Grit. Curiosity.

These are just some of the noncognitive factors standardized tests don’t measure: the skills, behaviors, attitudes, and beliefs that set students up for success in school and in life.

Noncognitive factors matter a lot: The University of Chicago’s Urban Education Institute has amassed solid evidence that noncognitive factors are strongly linked to academic performance. In fact, noncognitive factors are crucial for children’s learning and development at all ages, at all education levels — from early childhood through high school and beyond.

And fostering noncognitive factors can be particularly powerful for disadvantaged children—helping support their social-emotional development and level the academic playing field.

Just what are we talking about when we talk about noncognitive factors?

Noncognitive factors associated with academic performance fall into five categories:
● Academic Mindsets: Believing that you belong, you can succeed, your ability will grow with your effort, and your work has value
● Academic perseverance: the tenacity, grit, and persistence to push through challenges
● Academic Behaviors, such as going to class, doing homework, and participating
● Learning Strategies: the ability to set goals, make a plan, and seek help when needed; and
● Social Skills: the ability to cooperate, empathize, and compromise with others

These are the noncognitive factors that have to be in place in order for students to master content and thrive academically.

And fostering them begins with helping students develop a strong academic mindset—a belief in their ability to learn, grow, and succeed

A strong academic mindset drives academic perseverance and academic behaviors, which have the most direct effect on academic performance.

And even the most motivated student will do better if they have learning strategies for overcoming challenges and accomplishing goals, as well as the social skills to work well with peers and adults.

So how do we strengthen noncognitive factors?

Noncognitive factors are not fixed traits that students either do or don’t have. They are shaped by the environments students are in every day—what they hear, see, and feel from parents, teachers, schools, and society.

That means all of us—teachers and schools; parents and guardians; coaches and mentors—can play a critical role: we can create environments that support noncognitive development —schools and spaces where students feel their work is meaningful, where they know adults believe in their ability, and where they genuinely believe in their own capacity to learn, grow, and succeed.

To learn more about fostering noncognitive factors, visit UEI.org/noncog" 
Please note that you should only use the script or your recording of it for auditioning purposes. The script is property, unless otherwise specified, of the voice seeker and it is protected by international copyright laws.

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