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


Sample Unit 1: Locate, Situate, Speculate

Year:9 or 10

Duration:This unit is intended to be taught over 15 weeks with approximately two

80-minute lessons per week.

Unit description

This unit introduces students to the practice of moving forms through the planning, scripting, shooting and editing of a video. The structural frame is used to explore cinematic and documentary conventions and procedures. The cultural frame is used to provide a context for collaborative work and exploring the ways in which the social meaning of a particular area can be captured and communicated to a wider audience.

Students work in groups and explore the meanings of particular places for themselves and others who live in or invest significance in the places. Students study selected international and Australian examples of filmic language and of the evocation of place and this contributes to the development of a shared visual language. They develop an understanding of the use of the camera, planning a video and post-production editing techniques to develop and enhance narrative, mood, point of view and meaning. This understanding will be used to communicate their research into and understanding of the collective meaning of place.

Note about this sample unit

Teachers may select and sequence activities to make the unit more appropriate to student levels. The time allocations allow for students to gain experience of video techniques and procedures as they produce their own materials and for the teacher to work with different groups.

Students with experience of video production procedures may directly engage with the more challenging aspects of this unit. Access to video cameras will dictate approaches that a teacher may choose. Some videos can be shot in the school. If the loan of equipment for student use outside the school is not possible, the teacher may choose to organise excursions to significant public spaces for filming or even to specify a particular space and allow groups to identify a social issue that they associate with the chosen excursion venue.

Year 9 students may identify and use one direct approach such as a collage of interviews, a journey through place, a symbolic narrative. They may rely on the use of digitally captured still images incorporated into manageable video footage. Year 10 students may explore more complex forms of narrative and more demanding post-production values.

Critical and historical interpretations focus initially on the structural frame and the characteristics of filmic language. The cultural frame is employed to identify the purpose and features of different genres of film and video in relation to specific artistic practice and intentions and audience responses. The cultural frame is used to introduce students to the potential of film to speak in imaginative ways about the social concerns of particular artists and audiences in relation to place. Students also study the language and characteristics of film criticism.


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