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Media Arts

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  1. 3-4
  2. 5-6
  3. 7-8

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.

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