X hits on this document

87 views

0 shares

0 downloads

0 comments

17 / 41

Photographic and Digital Media Years 7–10: Advice on Programming and Assessment

The language of the assessment guidelines is clear and explicit and reflects the nature and intention of the activity

AP2, AP4

Guidelines for marking

The following guidelines for marking show one approach to assigning a value to a student’s work. Other approaches may be used that better suit the reporting process of the school. Categories, marks, grades, visual representations or individual comments/notations may all be useful.

Range

A student in this range:

11–15

(High)

selects a variety of camera shots, angles and movements, and post-production techniques to effectively enhance narrative and convey a mood

demonstrates a sound understanding of how the structural frame can be used to select signs, symbols and visual codes to communicate meaning

investigates the conceptual framework to represent complex ideas and interests about the world to an audience

6–10

(Satisfactory)

selects some camera shots, angles and movements, and post-production techniques to enhance narrative and convey a mood

demonstrates an understanding of how the structural frame can be used to select signs, symbols and visual codes to communicate meaning

investigates some aspects of the conceptual framework to represent ideas and interests about the world to an audience

1–5

(Progressing)

selects a limited range of camera shots, angles and movements, and some post-production techniques to attempt to convey a mood

demonstrates a limited understanding of how the structural frame can be used to select signs, symbols and visual codes to communicate meaning

investigates some aspects of the conceptual framework to represent simple ideas and interests about the world to an audience.

The activity models self-assessment and peer assessment and provides meaningful and useful assessment information relative to the outcomes

AP4, AP5

Feedback

The teacher provides informal oral feedback to students in the planning phase of the video and at the completion of the storyboard. Oral and written feedback is also provided by the teacher, and through peer assessment when a first cut of the video is presented to another group for critiquing. This oral and written feedback will assist the groups to refine their videos and consider how to effectively communicate their intentions.

Future directions

As a result of this activity students have developed an understanding about filmic conventions and how to develop their intentions and communicate meanings about particular places to an audience. They have investigated the structural and cultural frames and have developed visual codes to represent ideas and interests about a place in a narrative form. This learning can be further developed through participation in further video works including more complex and demanding post-production techniques. Students could explore particular social issues, the concerns of audiences and other aspects of the world and make videos for use at school, for submission in competitions such as Tropfest, the Robyn Anderson Awards, Vfest,

Quick-Flicks and for community use.

The activity links to learning goals

AP1

17

Document info
Document views87
Page views87
Page last viewedMon Dec 05 18:53:46 UTC 2016
Pages41
Paragraphs1397
Words17099

Comments