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

Teaching, learning and assessment activities


Critical and Historical Interpretations


Students are introduced to the basic operations of a video camera, camera angles, shots and movement and composition of shots and the use of the tripod through demonstration and handouts.

Students practise their skills in basic video operation through short interviews of each other on the topic: ‘Where is your special place in the school?’ They are instructed to film the subject showing and talking about the identified place. Each interview should not be longer than three minutes.

Students learn to play back and download video footage. Each student saves a copy of the video on CD and includes it in their Photographic and Digital Media journal.


Students are introduced to film as a language, through the structural frame, and they explore the visual codes, signs and symbols of filmic language used by the director to create meaning. (Worksheet distributed)

Students are introduced to a simple concept of the auteur, as an identifiable artist or author of a film work with a particular stylistic practice, through viewing a range of music videos eg Floria Sigismondi (Bjork, David Bowie, Tricky), Doug Aitken (Fat Boy Slim), Chris Cunningham (Bjork)

The music videos are analysed and students record and share discussion about particular aspects of the auteur’s directorial practice in their Photographic and Digital Media journal.

Students are provided with reference to the complete eejit’s guide to film-making (http://www.exposure.co.uk/eejit) throughout the unit for their own interest and to reinforce meaning of terms and concepts used in class.


Students view their initial ‘special place’ interviews and use this knowledge to identify and critique aspects of camera position, angle and movement as well as sequence and time.

They discuss instances where visual language complements or enhances meaning and where it conflicts or confuses meaning. Students record these in their Photographic and Digital Media journal.


Students are introduced to the features of a storyboard and each student prepares a storyboard for an improved version of the ‘special place’ interview in their Photographic and Digital Media journal.

Evidence of learning

1Completed ‘Special Places’ video demonstrates student skills in basic operation of the video camera.

2 and 3Class discussion of ‘Special Places’ video evidences student understanding of the structural nature of film language and how particular filmic styles can be interpreted.

4Completion of retrospective storyboard reveals student understanding of how a storyboard and visual images can be used to structure and sequence meaning.



Teacher provides oral feedback during filming. Peers provide oral feedback.

2 and 3Teacher provides oral feedback during class discussion, and observes notes in Photographic and Digital Media journal.

4Teacher provides oral feedback during the development of the storyboard and written feedback in Photographic and Digital Media journal on completion of the storyboard.

Numbers in the teaching, learning and assessment activities indicate the sequence of activities in making and critical and historical interpretations.


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