Photographic and Digital Media Years 7–10: Advice on Programming and Assessment
Sample assessment for learning activity: Locate, Situate, Speculate – Storyboard for Video
The activity forms an integral part of the learning process and builds on previous experiences
AP1, AP2, AP3
Students in Year 9 have explored some cinematic and documentary conventions and procedures and have made short videos to develop their skills in the operation and use of the video camera. They have explored the structural and cultural frames, filmic language and how the social meaning and significance of a place can be captured and communicated to an audience. The purpose of this activity is for students to develop their intentions in representing and evoking different perspectives about the world through a visual language and to explore how to communicate these, through video, to a wider audience.
The activity has a clear purpose
Syllabus outcomes are identified, with both understanding and skills targeted
develops range and autonomy in selecting and applying photographic and digital media conventions and procedures to make photographic and digital works
makes photographic and digital works informed by their understanding of the function of and relationships between artist-artwork-world-audience
makes photographic and digital works informed by an understanding of how the frames affect meaning
investigates the world as a source of ideas, concepts and subject matter for photographic and digital works
makes informed choices to develop and extend concepts and different meanings in their photographic and digital works
selects appropriate procedures and techniques to make and refine photographic and digital works.
This activity is appropriate for the outcomes, is inclusive of all students and engages the learner.
AP1, AP3, AP6
Description of activity
Students work in groups and submit a storyboard and proposal, including shots, sequence, transitions, titles, voice and music for a five-minute video. This video should capture, evoke and convey particular meanings about an identified place and a social issue to an audience. Students investigate the conceptual framework and the structural frame to develop their intentions, explore the meanings of particular places and communicate their ideas through a filmic language. The suggested duration of this assessment activity is 3–4 lessons (80 minutes each).
The goals for this learning activity are clearly expressed and linked to the outcomes
Criteria for assessing learning
(These criteria would normally be communicated to the students with the task or activity.)
Students will be assessed on their:
understanding of the conventions of moving forms to enhance narrative, mood, point of view and meaning through their:
–use of a storyboard to suggest or construct a narrative with additional information about and consideration of voice over, narration and music in a soundtrack
–use of a video camera and a variety of shots such as close-up, panning and angle
–understanding of how video-editing software can be used to link or sequence shots to establish a narrative flow, such as with dissolves and fades
understanding of how the structural frame and aspects of the conceptual framework can represent meaning and significance about a place through:
–the selection of symbols, signs or visual codes to evoke mood, convey place and communicate atmosphere
–awareness of the relationships of the agencies of the conceptual framework in communicating ideas and intended meaning about the world in a visual form to an audience.