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Victorian Curriculum and Assessment Authority

Media Arts

  1. Introduction
  2. Curriculum
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  1. A
  2. B
  3. C
  4. D  
  5. F
  6. 1-2
  7. 3-4
  8. 5-6
  9. 7-8
  10. 9-10

Level A (Towards Foundation)

Level A Description

In Level A, students are exposed to media arts. They experience how media artworks can represent the world in which they live.

Students become aware of character and settings as they explore sensory elements of media arts, explore ideas and assist in the construction of stories.

Students experience safety in using technologies and in interaction with others. They are exposed to the role of artist. As an audience they are exposed to the sensory elements of the media art.

Level A Content Descriptions

Explore and Represent Ideas

  1. Experience characters and settings through stories in images, sounds and multi-modal texts (VCAMAE001)
    Elaborations
    1. exposed to and coactively using technologies associated with media art
    2. exposed to media art, images and sounds that represent their world
    3. exposed to the use of technologies to capture images or sounds, for example use switch/button to activate media equipment,
    4. coactively use various multimedia equipment, tap a switch to take an image, record a sound
    5. assisting in composition by selecting images and/or sounds through reaction

Media Arts Practices

  1. Experience media technologies to capture images and sounds for a story (VCAMAM002)
    Elaborations
    1. supported through a variety of learning experience that encourage them to explore different ways of using media artworks, for example taking samples of images, sounds they react to, integrating sounds and images of significant objects to represent their likes, reactions to the world around them
    2. exposed to the use of a digital camera to capture still or moving images, for example, using switch, clapping to activate and deactivate a camera, assisting to capture, viewing and reacting to images created using the effects of a camera application such as photo booth
    3. experiencing computer software being used to create a photo story about them

Present and Perform

  1. Experience the presentation of media artworks (VCAMAP003)
    Elaborations
    1. assisting in the making and sharing of media artwork by reacting to images or sound to indicate a choice, attending for a short period time to the construction process
    2. exposed to sounds and images and multimodal text
    3. experiencing the construction of media artworks
    4. exposed to the capture and selection of images be used to tell a recent event and present to others
    5. experiencing the producing and presenting of a media artwork for a particular purpose

Respond and Interpret

  1. React to stimuli in media artworks (VCAMAR004)
    Elaborations
    1. attending for a short period of time or reacting to media artwork
    2. responding to art experiences, for example maintaining attention, visual tracking
    3. exposed to media artworks which reflect the local community, which represents different stories, people, locations and purposes

Level A Achievement Standard

By the end of Level A, students react to media artworks being made and viewed.

Students assist to make and share media artworks representing their life and preferences.

Level B (Towards Foundation)

Level B Description

In Level B, students explore media arts. They explore how media artworks can represent the world and that they can make media artworks to represent their ideas about the world.

Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.

Level B Content Descriptions

Explore and Represent Ideas

  1. Respond to characters and settings through images, sounds and multi-modal texts (VCAMAE005)
    Elaborations
    1. experiencing various media art experiences related to local stories, ideas
    2. experimenting with image, for example, assisting to capture images to be taken by a camera or other device to represent a day, assisting to retell a story of the school day by selecting and arranging images
    3. experiencing how objects and images can be linked to stories or songs as a way of representing the ideas in the song or story
    4. exploring composition by selecting and ordering images and/or sounds to assist in the creation of a media artwork or represent a preferred stories or songs

Media Arts Practices

  1. Use media technologies to select images and sounds for a story (VCAMAM006)
    Elaborations
    1. experiencing and encourage to react to the making and sharing of media artworks using story principles, sound and technologies
    2. co-actively exploring and use a camera or other photographic device
    3. experimenting with sound recording technology and found objects to create and record sound effects to support a photo story or represent their environment
    4. experiencing images that represent an object or place
    5. selection and arranging images, sounds to represent an idea or story

Present and Perform

  1. Share media artworks that communicate ideas or familiar story (VCAMAP007)
    Elaborations
    1. selecting and sharing class stories and presenting them to others
    2. indicating objects and items in artwork, e.g. house, mum
    3. using media tools to communicate observations, feeling or experience
    4. assisting in the collecting and sharing, with permission of the people involved, class stories and presenting them in various form such as PowerPoint, choice option page in Boardmaker interactive or PowerPoint, school newsletter
    5. assisting in the creating of photo stories and seeking permission to share it with peers another class

Respond and Interpret

  1. Respond to media artworks (VCAMAR008)
    Elaborations
    1. indicating what they liked in an artwork by pointing
    2. demonstrating artworks they like through repeated viewing and choice making, for example selecting an image to indicate media artwork they want to view, picture/ song do you want/ like
    3. exploring and responding to artworks as part of an audience for a short period of time
    4. experience media artworks at school and in the local community
    5. exploring features of media artworks by indicating elements they like, such as sound, image, colour

Level B Achievement Standard

By the end of Level B, students indicate what they like and dislike about media artworks they make and view.

Students assist to make and share media artworks using technologies and by selecting images and sounds to represent an idea or familiar story.

Level C (Towards Foundation)

Level C Description

In Level C, students explore media arts. They explore and learn about how media artworks can represent elements of the world and that they can make media artworks to represent their ideas about the world. Students become aware of simple structure, character and settings as they explore ideas and construct stories.

Students learn about safety in using technologies and in interaction with others. They experience the role of artist. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing.

Level C Content Descriptions

Explore and Represent Ideas

  1. Explore different ways of representing characters and settings through images, sounds and multi-modal texts (VCAMAE009)
    Elaborations
    1. indicating the music and image they want in a photostory during a structured session
    2. using photographic device to take a picture to represent a setting, character or story and use photo shop with assistance
    3. exploring sound to communicate ideas, for example, selecting a sound sample to accompany an image, making sound/ music while watching a video and attaching sound to video
    4. exploring composition by selecting images and/or sounds to create the characters in well-known stories or songs or represent a well-known story or idea
    5. following rules to make multimodal text and use technologies safely

Media Arts Practices

  1. Assist in the use of media technologies to capture images and sounds for a story (VCAMAM010)
    Elaborations
    1. expressing and communicating experiences, observations, ideas and feelings about themselves and their world through a variety of guided learning experiences that encourage them to select sounds, images and text for a purpose
    2. using media tools during sessions, for example newspaper, photo booth, digital camera
    3. experimenting with and managing images, sounds and text for example, reviewing, saving and presenting wanted work and deleting unwanted work for example images, sounds
    4. reviewing and using recorded sound effects for a purpose, for example to accompany a image or video

Present and Perform

  1. Present media artworks that communicate an idea or concept (VCAMAP011)
    Elaborations
    1. using software to create an art work that expresses and communicates an experience in structured learning experiences
    2. talking about aspects of their work, by pointing to and naming some basic features of their own art works to others
    3. sequencing images and text to create books that retell familiar events and traditional stories to share with the class
    4. producing and presenting a media artwork for a particular purpose, for example, creating an advertisement that recommends appropriate behaviour when using a tablet in a structured learning experience

Respond and Interpret

  1. Respond to media artworks by answering questions using one word responses or images (VCAMAR012)
    Elaborations
    1. responding to various media artworks and indicating if they liked or disliked it and indicating a reason why they liked it
    2. pointing to or naming some of the basic features of art work to others
    3. talking about aspects of their own art works
    4. identifying where they have experience media artworks in their lives and communities, for example, a special event or place or place such as ANZAC day, art gallery
    5. identifying interests and preferences in media artworks they make and view

Level C Achievement Standard

By the end of Level C, students communicate about media artworks they make and view, and why media artworks are made.

Students make media artworks that communicate a word or concept.

Level D (Towards Foundation)

Level D Description

In Level D, students explore media arts. They learn how media artworks can represent the world and that they can make media artworks to represent their ideas about the world. Students become aware of character and settings as they explore ideas and construct stories. They learn about composition, sound and technologies.

Students learn about safety in using technologies and in interaction with others. They experience the role of artist and they respond to feedback in their media arts making. As an audience they learn to focus their attention on the media artwork and to respond at the end of the viewing. They make simple evaluations of media artworks expressing simple statements about what they like and why.

Level D Content Descriptions

Explore and Represent Ideas

  1. Explore ideas, characters and settings through stories in images, sounds and multi-modal texts (VCAMAE013)
    Elaborations
    1. using a variety of media equipment to create a poster
    2. using a basic graphics software program to create visual and sound picture cards
    3. using software program to create and present own rhythmic composition or sound piece
    4. creating media artwork for a social purpose such as a local community event
    5. experimenting with image, for example, using images to represent an idea, location or event
    6. exploring composition by selecting images and/or sounds to create a representation of a well-known story or song or character in well-known stories or songs

Media Arts Practices

  1. Develop skills to use media technology to capture images, sounds and text for a story (VCAMAM014)
    Elaborations
    1. using graphic programs with support
    2. exploring and using a variety of media technology and learning how to use specific elements such as draw, sound mixing, editing, effects
    3. experimenting with and managing a digital camera to capture still images, for example, reviewing captured images, zooming in and out
    4. beginning to use computer software to create a photo story using set rules and steps

Present and Perform

  1. Present media artworks that communicate a simple idea or story (VCAMAP015)
    Elaborations
    1. identifying the main features of a media art piece
    2. creating art pieces to communicate ideas, concepts, feels and/ or experiences
    3. creating a visual and sound picture card or poster using graphic software with the intention to meet an audience need, for example retell familiar l story or event to share with the class
    4. exploring viewpoints – societies and cultures: For example, what images will I use to tell my story, or represent an event?
    5. collecting and sharing, with permission of the people involved, class stories and presenting them in the form of a class photo story or PowerPoint
    6. assisting in the producing and presenting of a media artwork for a particular purpose, for example, creating a poster about behaviour when using cameras in the room

Respond and Interpret

  1. Respond to media artworks and describe some of the characteristics they observe (VCAMAR016)
    Elaborations
    1. demonstrating acceptable audience behaviour when attending school functions
    2. discussing and expressing an opinion about the way artwork was created including expressing what features they like best in others’ arts work
    3. discussing basic features of their own and others’ arts work such as identifying main materials used, characteristics of the art work and what the piece is about
    4. investigating where the class experience media artworks in their lives and communities and exploring the purpose of the pieces, for example, what is media artworks are used to communicate cultural knowledge

Level D Achievement Standard

By the end of Level D, students describe the characteristics of media artworks they make and view.

Students make and share media artworks representing a significant idea, event or story.

Foundation Level

Foundation Level Description

In Foundation, students explore media arts and learn how media artworks represent the world in which they live. Students make media artworks with their peers, and experience media artworks as audiences.

Students become aware of character and settings as they explore ideas and construct stories. They learn about the elements of media arts such as composition and sound, and experience media arts from a range of cultures, times and locations.

Students experience the role of artist in their media arts making, and as an audience, learn to respond to media artworks they view.

Foundation Level Content Descriptions

Explore and Represent Ideas

  1. Explore ideas characters and settings in images, sounds and multi-modal texts (VCAMAE017)
    Elaborations
    1. exploring sound to communicate ideas, for example, creating sound effects to enhance the mood or main idea of a story
    2. experimenting with images, for example, retelling a story of a school day in a series of captioned images
    3. experimenting with technologies to capture sound
    4. selecting and editing images and/or sounds to create characters from well-known stories or songs

Media Arts Practices

  1. Use media technologies to capture and edit images, sounds and text (VCAMAM018)
    Elaborations
    1. using a digital camera to capture still or moving images to tell a fantasy story
    2. exploring with sound recording technology to create and record sound effects to support a story
    3. selecting an image to represent a self-portrait
    4. using computer software to add images in a photo story

Present and Perform

  1. Present media artworks that communicate ideas (VCAMAP019)
    Elaborations
    1. capturing and sequencing images to create comic books that retell familiar and traditional stories to share with the class
    2. selecting images to tell a traditional story
    3. collecting and sharing class stories and presenting them in the form of a class news bulletin
    4. producing and presenting a media artwork for a particular purpose such as a school event

Respond and Interpret

  1. Respond to media artworks by describing ideas, characters, settings and stories (VCAMAR020)
    Elaborations
    1. identifying characters and settings in media artworks
    2. identifying differences and similarities of media artworks from different cultures and societies, such as viewing media artworks that tell stories from local Koorie cultures, and compare them with stories from contemporary Australian society
    3. describing ideas in media artworks they make and view
    4. identifying media artists and features of their practice, for example, describe what artists such as photographers, animators and filmmakers do

Foundation Level Achievement Standard

By end of Foundation, students describe the media art works they make and view.

They make and share media artworks representing stories with settings and characters.

Levels 1 and 2

Levels 1 and 2 Description

In Levels 1 and 2, students explore media arts and experiment with story and elements of media arts. They develop an understanding of a range of media artworks. They make and share their media artworks as artists and audience.

Students become aware of structure, intent, character and settings as they explore ideas, and plan and construct stories. They learn about the elements of media arts and about different audience groups. They experience media arts from a range of cultures, times and locations.

Students learn how to safely use media technologies in media arts practice. They develop their role as an artist in their media artworks, and ways to respond to media artworks as an audience.

Levels 1 and 2 Content Descriptions

Explore and Represent Ideas

  1. Experiment with ideas and develop characters and settings through stories using images, sounds and text (VCAMAE021)
    Elaborations
    1. exploring and experimenting with sound to communicate ideas, for example, creating sound effects to enhance the mood of a story
    2. experimenting with image, text and character, for example, retelling a story of the school day in a series of captioned images
    3. experimenting with media technologies in still or moving images moving images to tell a story

Media Arts Practices

  1. Use media technologies to capture and edit images and sounds and text to tell stories (VCAMAM022)
    Elaborations
    1. using digital cameras to capture still or moving images, reviewing captured images, zooming in and out, and deleting unwanted images, to sequence a story
    2. using sound recording technology to create, record and edit sound effects to support a story
    3. using computer software to add captions to images to enhance meaning to a series of still images
    4. selecting and arranging images, sounds and text to organise the structure of a story

Present and Perform

  1. Create and present media artworks that communicate ideas and stories to an audience (VCAMAP023)
    Elaborations
    1. capturing and sequencing images and text in a multimodal presentation that demonstrates a range of stories
    2. collecting and sharing stories from a range of community areas, starting with their local area, and including Aboriginal and Torres Strait Islander communities, and presenting them in a multimodal form
    3. creating, rehearsing and recording a sound sequence for a specified audience
    4. producing and presenting a media artwork for a particular purpose, for example, creating an animation based on a class discussion on a social issue or theme

Respond and Interpret

  1. Respond to media artworks and consider where and why people in their local area make media artworks, including media artworks of Aboriginal and Torres Strait Islander peoples (VCAMAR024)
    Elaborations
    1. identifying where they might experience media artworks in their lives and communities, for example, considering how media artworks from Aboriginal and Torres Strait Islander peoples sustain and communicate cultural knowledge
    2. identifying the artistic intentions in media artworks they make and view
    3. identifying features in media artworks, including elements such as time, sound, colour and lighting, and story principles such as characters and setting
    4. identifying how media language and technologies are used to tell stories, for example, discussing how a family story is told using images and text

Levels 1 and 2 Achievement Standard

By the end of Level 2, students describe the media artworks that they make and view, and describe where and why media artworks are made.

Students use the story principles of structure, character, intent and setting, media technologies and the elements of media arts to make and share media artworks.

Levels 3 and 4

Levels 3 and 4 Description

In Levels 3 and 4, students extend their understanding of key concepts of media arts such as the use of media technologies, story principles of structure, intent, character and settings, and use the media arts elements of composition and sound. They consider themselves as audiences and explore the characteristics of audience types.

As they make and respond to media artworks, students explore...

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Levels 3 and 4 Content Descriptions

Explore and Represent Ideas

  1. Investigate and devise representations of people in their community, through settings, ideas and story structure in images, sounds and text (VCAMAE025)
    Elaborations
    1. creating a sequence of images, sounds and text or a combination of these, to clearly establish the beginning, middle and end of a story or an event
    2. constructing realistic representations of the classroom and then re-constructing fictional versions of the same space
    3. taking a series of photographs that show themselves and their friends as comic superheroes and villains, through setting, costume and body language
    4. experimenting with tension to create and sustain meaning in the structure of a media artwork, for example, creating relationships between scenes in a documentary
    5. experimenting with images to structure a narrative, for example, ordering and reordering images

Media Arts Practices

  1. Use media technologies to create time and space through the manipulation of images, sounds and text when telling stories (VCAMAM026)
    Elaborations
    1. experimenting with camera placement and settings to frame the subject, using basic shot types, angles and lighting to control picture space
    2. applying text to accompany still or moving images, for example credits in a title sequence selecting appropriate fonts, colour and suitable length of time for display
    3. practising recording sound on a variety of devices to explore volume, layering and the use of voice to create a sense of place
    4. experimenting with ways of formatting and laying out a story using software and appropriate text conventions, for example, for the front page of a newspaper story

Present and Perform

  1. Plan, create and present media artworks for specific purposes with awareness of responsible media practice (VCAMAP027)
    Elaborations
    1. storyboarding and filming a short sequence showing a conflict by selecting camera angles, lighting and costume to convey meaning without dialogue
    2. planning and scripting a radio advertisement for a school event representing the public image the school seeks to promote
    3. planning to document a school excursion for publication on the school’s intranet, including seeking permission to take photos of class members
    4. using responsible media practices when making media artworks, for example, considering how to represent multiculturalism in a documentary of a community event

Respond and Interpret

  1. Identify intended purposes and meanings of media artworks considering who makes media artworks and the characteristics of audiences who view them in different social, historical and cultural contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples (VCAMAR028)
    Elaborations
    1. describing representations and interpreting meaning in media artworks from different social, cultural or historical contexts, for example, different ways traditional stories such as Aboriginal and Torres Strait Islander stories can be retold using media technologies
    2. comparing media artworks made for different purposes using appropriate language, for example, identifying similarities and differences between students’ representation of school and a television program’s representation of the same location
    3. comparing a range of media artworks, including those in the community, commemorating different people, times and cultures including Aboriginal and Torres Strait Islander peoples
    4. writing about and discussing with others the meaning of their own media artworks using appropriate language

Levels 3 and 4 Achievement Standard

By the end of Level 4, students describe similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. They identify the characteristics of audiences who view media artworks and the social, historical and cultural contexts in which media artworks are viewed.

Students use intent, structure, setting, characters, media elements and media technologies to make and share media artworks that communicate ideas to an audience.

Levels 5 and 6

Levels 5 and 6 Description

In Levels 5 and 6, students develop their use of structure, intent, character and settings by incorporating viewpoints and genre conventions in their media art works. They explore and use media technologies and media elements such as time, space, sound, colour, movement and lighting, and evaluate the use of these elements in the media artworks they make and view.

Students identify the variety...

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Levels 5 and 6 Content Descriptions

Explore and Represent Ideas

  1. Explore representations, characterisations and viewpoints of people in their community, using stories, structure, settings, and genre conventions in images, sounds and text (VCAMAE029)
    Elaborations
    1. applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio
    2. exploring different power relationships and showing different perspectives on characters by framing images, for example, representing a power relationship drawn from their school or community
    3. designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and genre-specific dialogue
    4. selecting combinations of media materials to represent the same person, location or idea in different ways in a multimodal form, for example, using different music or sound effects or images to represent the same story

Media Arts Practices

  1. Develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds or text when telling stories (VCAMAM030)
    Elaborations
    1. creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power relationships or mood
    2. designing and creating an animated sequence that personifies inanimate objects
    3. identifying and applying the conventions of web page design to engage and interact with a particular audience
    4. editing a chase sequence, adding music to heighten the action and tension
    5. editing images or soundtrack of a story to change or emphasise meaning, for example, using framing to represent tension between characters

Present and Perform

  1. Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (VCAMAP031)
    Elaborations
    1. designing a storyboard that reflects a key scene in a sequence, for example, an opening scene of a film that shows camera angles, transitions, edits, voice and soundtrack
    2. designing a navigational plan for a game, using multiple levels and obstacles, for example, creating and designing problems to be solved in order to progress to a new level
    3. creating a script for a radio production and documenting the appropriate permissions required for music and voice talents if it were to be aired on community radio
    4. considering the ethical implications of using different cultural images, including those of Aboriginal and Torres Strait Islander peoples, in publishing media artworks, for example, when making and publishing cultural images in an artwork

Respond and Interpret

  1. Explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing media artworks from different social, cultural and historical contexts, including media artworks of Aboriginal and Torres Strait Islander Peoples (VCAMAR032)
    Elaborations
    1. identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks
    2. researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks, for example, comparing TV representations of families
    3. discussing the role of media artworks in sharing cultural information about a group of people, including Aboriginal and Torres Strait Islander peoples, and their spirituality using appropriate images and story principles
    4. describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks
    5. discussing safety issues and cultural sensitivities in relation to acceptable and unacceptable use to personal and cultural images, sounds, and texts when making and publishing media artworks

Levels 5 and 6 Achievement Standard

By the end of Level 6, students explain how viewpoints, ideas and stories are shaped and portrayed in media artworks they make, share and view.

Students use materials and media technologies to make media artworks for specific audiences and purposes, using intent, structure, setting and characters to communicate viewpoints and genre conventions. They explain the purposes of media artworks made in different cultures, times and places for different audiences.

Levels 7 and 8

Levels 7 and 8 Description

In Levels 7 and 8, students build on their understanding of structure, intent, character, settings, viewpoints and genre conventions in their media artworks.

Students extend use of media technologies and their understanding of story principles and media elements, such as the use of time, space, sound, movement, colour and lighting. They examine the ways in which audiences interpret meaning and...

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Levels 7 and 8 Content Descriptions

Explore and Represent Ideas

  1. Experiment with the organisation of ideas to structure stories through settings, genre conventions and viewpoints, in images, sounds and text (VCAMAE033)
    Elaborations
    1. creating multiple representations of the same person, place or concept, using different media, to create different viewpoints.in media artworks
    2. experimenting with use of images, sounds and text and selected conventions to challenge existing stereotypes in society
    3. combining established genre conventions such as framing in still and moving image, sound in radio plays or audio-visual artworks, and font size, shape and colour in print
  2. Develop media representations to show familiar or shared social and cultural values and beliefs (VCAMAE034)
    Elaborations
    1. investigating different viewpoints and making decisions about how they will represent a theme, concept or idea, considering media conventions and genres
    2. manipulating combinations of technical and symbolic elements such as composition, time, space, sound, movement, lighting, to represent ideas and feelings in their media artworks
    3. discussing and documenting their choices of representation to strengthen meaning in their media artworks
    4. discussing the different intentions of media artists and the influence of media artworks on different audiences, for example, how ideological or political perspectives are used to engage particular audience
    5. exploring media artworks that provide different ideas and concepts based on viewpoints and institutional practice, for example, the depiction of cultural groups and social values in Australian film and television

Media Arts Practices

  1. Develop and refine media production skills using the technical and symbolic elements of images, sounds and text to represent a specific story, purpose and meaning (VCAMAM035)
    Elaborations
    1. creating their own media artworks that fulfil audience expectations through story structure, such as including a point of conflict, building characters and achieving a resolution
    2. discussing how genres can be created through settings, images and sound, for example, creating mood and setting through images, sound and framing
    3. exploring genres such as narrative, non-narrative, experimental and documentary styles, and making a trailer in a similar style
    4. preparing a news story in print and for online publishing, and discussing the differences in the structure of content, meaning and delivery between the two media
    5. documenting the process of making their media artwork in journals, blogs, video or audio recordings, analysing and evaluating the structural choices they made
    6. analysing and evaluating the different contexts of media artworks and their effect on meaning for an audience, for example, how media artworks change when viewed outside the cultural context of Aboriginal and Torres Strait Islander peoples
  2. Plan, structure and design media artworks for a range of purposes that engage audiences using media elements, technologies and production processes (VCAMAM036)
    Elaborations
    1. selecting footage captured on a camera, editing the footage into a sequence and applying a soundtrack that matches the edited sequence’s pace, rhythm and style
    2. manipulating sound and camera angles to create mood and setting
    3. manipulating and evaluating the use of media elements to create genres, for example, creating mood and setting through images, and sound and framing
    4. applying image manipulation software to manipulate contrast, correct colour and add filters or text to an image, to enhance the mood or strengthen a point of view
    5. documenting the use of technical and symbolic elements in media artworks providing specific examples that demonstrate an awareness of responsible media practices

Present and Perform

  1. Present media artworks within different community and institutional contexts for different audiences, with consideration of ethical and regulatory issues (VCAMAP037)
    Elaborations
    1. promoting a school event through different media and online formats, making decisions about time, technological processes, ethical and economic constraints
    2. uploading a media artwork designed to engage a specific audience, using appropriate rights and permissions, for example, distributing a music video they have made online
    3. justifying their choices for distribution of media artworks for a particular audience
    4. understanding Aboriginal and Torres Strait Islander cultural protocols for using images of people appropriately
    5. understanding the different institutional contexts when presenting media artworks to specific audiences, for example, the differences between the private sector and the public sector television programming

Respond and Interpret

  1. Analyse how technical and symbolic elements are used in media artworks to create representations influenced by genre and the values and viewpoints of particular audiences (VCAMAR038)
    Elaborations
    1. analysing stereotypes, looking at what features have either been omitted or exaggerated in a media artwork
    2. investigating the use of character types in fictional representations in comedies, to see how selected features allow for quick communication
    3. deconstructing a magazine cover explaining how each of its elements, for example, font, masthead and positioning of imagery, contribute to the overall reading
    4. analysing a still image on the basis of photographic composition, image effects, and framing, and how they influence meaning, for example, images representing different cultural groups or ethnicities in Australian society, including Aboriginal and Torres Strait Islander Peoples
  2. Identify specific features and purposes of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore viewpoints and enrich their media arts making (VCAMAR039)
    Elaborations
    1. surveying the history of television programming in both public and private sectors, commenting on the differences between contemporary and historical examples.
    2. comparing a media artwork such as an animation from a sole producer and an international organization, commenting on differences in style
    3. analysing the role of media artworks and media artists in transmitting cultural information to create awareness of contemporary issues, including those of Aboriginal and Torres Strait Islander media artists
    4. conducting a case study of how the story from a Hollywood blockbuster film is adapted across media platforms to reach different audiences, for example, games players, social media users, television viewers
    5. evaluating how the meanings of media artworks can vary for different audiences and in different contexts for example, the different meanings of media artworks produced for live concerts compared to those produced for viewing online.

Levels 7 and 8 Achievement Standard

By the end of Level 8, students identify and analyse how representations of social values and viewpoints are portrayed in the media artworks they make, distribute and view.

Students use intent, structure, setting, characters and genre conventions to shape technical and symbolic elements for specific purposes and meanings. They evaluate how they and others use these genre conventions and elements to make meaning. They identify and analyse the social and ethical responsibilities of both makers and users of media artworks in social, cultural, historical and institutional contexts.

Students produce representations of social values and viewpoints in media artworks for particular audiences. They use production processes, equipment and technologies to achieve their intentions.

Levels 9 and 10

Levels 9 and 10 Description

In Levels 9 and 10, students refine and extend their understanding and use of structure, intent, character, settings, viewpoints and genre conventions in their compositions. As they use media technologies they extend the use of media elements such as time, space, sound, movement and lighting. They analyse the way in which audiences make meaning and how audiences interact with and share media artworks.

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Levels 9 and 10 Content Descriptions

Explore and Represent Ideas

  1. Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text (VCAMAE040)
    Elaborations
    1. combining different film trailers from different genres or styles, and editing them together to create a new film genre or style
    2. constructing characters for a computer game that appeals to diverse audiences
    3. experimenting with images, sounds and text to develop representations of current social issues
    4. combine different images, sounds and texts from different genres to create an interactive website on a current youth issue or culture
  2. Manipulate media representations to identify and examine social and cultural values and beliefs (VCAMAE041)
    Elaborations
    1. exploring cultural, social and environmental issues represented in the media and re-imagining and remixing alternate versions to present a variety of perspectives on these issues.
    2. utilising the techniques of ‘culture jamming’ to change the meanings of well-known media artworks such as popular advertisements
    3. exploring the communication of cultural and social values in Australian music videos, for example, those by Aboriginal and Torres Strait Islander artists

Media Arts Practices

  1. Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text to represent a story, purpose, meaning and style (VCAMAM042)
    Elaborations
    1. refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
    2. designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
    3. trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols
  2. Plan, structure and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of media elements, technologies and production processes (VCAMAM043)
    Elaborations
    1. refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients
    2. designing media artworks to communicate with a particular audience, for example, applying genre conventions that engage the interests of a specific cultural or social group.
    3. trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end users, and with awareness of appropriate internet protocols

Present and Perform

  1. Plan, produce and distribute media artworks for a range of community, institutional contexts and different audiences, and consider social, ethical and regulatory issues (VCAMAP044)
    Elaborations
    1. producing media artworks for safe posting on suitable social media sharing sites, taking account of ethical and legal responsibilities
    2. using critical theories when creating media art works, for example, analysing the social and ethical implications of a viral marketing campaign
    3. investigating the production context of a media artwork and producing the work within a specified budget and timeline
    4. organising and curating a school media arts festival or exhibition

Respond and Interpret

  1. Analyse and evaluate how technical and symbolic elements are manipulated in media artworks to challenge representations framed by social beliefs and values in different community and institutional contexts (VCAMAR045)
    Elaborations
    1. explaining how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea such as differing opinions about climate change
    2. reviewing a media artwork and adding to, disputing or endorsing the opinions expressed by another source
    3. comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event
    4. deconstructing a film or television work that includes representation of Aboriginal and Torres Strait Islander peoples to analyse and evaluate the representation of traditional beliefs and values within contemporary cultures
  2. Analyse and evaluate a range of media artworks from contemporary and past times, including media artworks of Aboriginal and Torres Strait Islander Peoples, to explore differing viewpoints and enrich their media arts making (VCAMAR046)
    Elaborations
    1. examining NITV (National Indigenous TV) news and sports programs to explore how Aboriginal and Torres Strait Islander peoples' perspectives create and challenge views in mainstream stories
    2. investigating the differences between government regulation and self-regulation, for example, researching Australia’s classification system and its relationship to audience, in the production and reception of media artworks from different periods of time.
    3. researching viral marketing campaigns and examining the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution
    4. exploring the role of media makers in challenging prevailing views on issues of contemporary relevance, for example, social and cultural issues presented in Australian film and television
    5. identifying a variety of ways in which media can be produced, including through sole digital producers, cross-media organisations, public and private sector, and multinational organisations from different periods of time and cultures

Levels 9 and 10 Achievement Standard

By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute.

Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.

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