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

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)

uses a variety of camera shots, angles and framing devices, and refined printing techniques to effectively enhance mood and atmosphere

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

investigates the conceptual framework to represent complex ideas and interests about the world to an audience in a photographic sequence

6–10

(Satisfactory)

uses camera shots, angles and framing devices, and some printing techniques to enhance mood and atmosphere

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

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

1–5

(Progressing)

uses some camera shots, angles and framing devices, and simple printing techniques in attempting to enhance mood and atmosphere

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

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

Feedback

The teacher provides informal oral feedback to students in the planning phase of the photographic sequence, selection of shots and during the printing process. Oral and written feedback is also provided by the teacher, and through peer assessment when initial photographs are presented for critique. This oral and written feedback will assist students to refine their compositions and printing techniques and consider how to effectively communicate their intentions through a photographic sequence.

Future directions

As a result of this activity students have developed an understanding about the conventions of still forms and camera-based photography and how to develop their intentions and communicate meanings about the world to an audience. They have investigated the structural frame and have developed visual codes and used shapes and shadows to represent ideas and interests about a place in a narrative form. The students’ photographic practice can be further developed through activities where they investigate significant modernist photographers, and still life traditions, exploring how light and shadow can be manipulated in a studio setting to enhance and transform objects.

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