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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 form groups of up to four members, based on the identification of common or shared spaces, and are instructed to produce a microvideo of 30 seconds on the same subject – ‘A special place within the school’. They refine their skills in the pre-production and production of videos.

Students write a short and tight script, synopsis of the shots they will need and a storyboard. They may adapt one of the existing videos for this purpose but must negotiate the new material collaboratively.

The group assigns responsibilities for direction, location preparation, filming, performance and continuity. Students are instructed to shoot sufficient footage (3 minutes worth) that can be sourced for their video.

Each student documents their proposal and a record of group decisions in their Photographic and Digital Media journal.


Students explore the characteristics and structure of different film and video genres and styles such as narrative, mise-en-scene, realism, abstraction, cinematography, dialect montage, cinema verite.

The stylistic and technical development of film language and signs, symbols and codes are explored through viewing extracts from the following films: Fritz Lang – Metropolis, Luis Bunuel and Salvador Dali – Un Chien Andalou, George Kennedy – Mad Max, Christine Olsen/Phillip Noyce – Rabbit Proof Fence. Students are taught to analyse selected frames and sequences to identify establishing shots, camera angle, camera movement, lighting and composition in order to discern point of view and the communication of meaning through image as sign. These are annotated on stills and sequences of stills and recorded in their Photographic and Digital Media journal.


Students explore post-production procedures using appropriate software such as Imovie, Pinnacle or DV Studio and edit their video footage.

Students edit microvideo employing their understanding of time, transitions, soundtrack and titles.

These videos are saved to CD presented to an audience, the class, for discussion. The microvideos form part of the students’ Photographic and Digital Media portfolio.

Evidence of learning

5Formation of groups, contribution to storyboard and script and planning of video demonstrate an understanding of preproduction practices. Student record of processes in their Photographic and Digital Media journal evidence their ability to negotiate roles and assign responsibilities.


Annotation of film stills and participation in class discussion provide evidence of student understanding of the structural analysis of film images and sequences.


Microvideos demonstrate confidence and skills in applying post-production techniques and an awareness of the temporal nature of the medium.


5 and 7Teacher observation and oral feedback during filming and post-production. Written feedback by teacher in Photographic and Digital Media journal. Student self-reflection and peer assessment sheet.

6Oral feedback during class discussion. Teacher provides written feedback in Photographic and Digital Media journal.

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


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