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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

10 (concurrent with 11)

The groups are issued with their major video assignment. Working collaboratively each group is to produce a five-minute video which explores the meaning of a local area common to the students in the group. Groups will negotiate roles and may choose to use documentary or narrative forms. To facilitate access to video cameras the teacher may organise excursions for groups to work in significant places such as local natural environment, local shopping centres, places of worship or sporting facilities. Each group member will keep a log and diary of their own involvement in the project.


Students select two short segments of music video – one in a narrative form, the other a more abstract sequence of images. Through a structural frame analysis and discussion, they explain how these works represent different meanings and points of view about the world using different styles, approaches and signs, symbols and codes. These explanations are presented to the class and recorded in their Photographic and Digital Media journal.


The study of genres is deepened by a further study of fictional narratives compared to documentary forms.

Students study the representation of place through visual signs, symbols and codes in short extracts from Midnight Oil: Beds are Burning, Nicholas Roeg’s Walkabout, and the ABC documentary series Two Thirds Sky. Class discussion and note-taking are used to identify the specific film vocabulary used to speculate about and establish the social and cultural sense of place in rural Australia.

11 (concurrent with 10)

Students study practice of film and video criticism and a range of examples of contemporary and historical accounts in different times and places.

They read and analyse captions and more extended previews of television programs from program guides. Students compare these to reviews of television broadcasts in general readership newspapers.

Students analyse film reviews in newspapers, special interest magazines and websites dedicated to film news and reviews. They establish a notion of the functions of film and television criticism in relation to an audience.

Using this knowledge class discussion is used to create an audience profile for each group’s video. This is recorded in their Photographic and Digital Media journal.

Evidence of learning


Student’s video analysis demonstrates their understanding of the symbolic nature of film language and how different styles and approaches are used to convey meaning.


Participation in class discussion demonstrates student’s ability to identify and explain how filmmakers use specific film vocabulary to establish and convey meaning about a place.


Video log records individual and collaborative planning processes and the production of the video including the application of technology and editing.


Student understanding of the structural language of film and of the relationship between film criticism, audience and context is evidenced in class discussion and audience profiles.


8Teacher provides written feedback on video analysis.

9Teacher provides oral feedback during class discussion.


Oral feedback and observation by the teacher during the planning of the video.


Teacher provides oral feedback during class discussion and 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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