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MEDIA PRODUCTION AND ANALYSIS

GENERAL COURSE Year 12 syllabus

2013/41892

IMPORTANT INFORMATION
This syllabus is effective from 1 January 2016. Users of this syllabus are responsible for checking its currency. Syllabuses are formally reviewe by the School !urriculum an Stan ar s "uthority on a cyclical basis# typically every five years.
Copyright $ School !urriculum an Stan ar s "uthority# 201%. This ocument & apart from any thir party copyright material containe in it & may be freely copie # or communicate on an intranet# for non'commercial purposes in e ucational institutions# provi e that the School !urriculum an Stan ar s "uthority is acknowle ge as the copyright owner# an that the "uthority(s moral rights are not infringe . !opying or communication for any other purpose can be one only within the terms of the Copyright Act 1968 or with prior written permission of the School !urriculum an Stan ar s "uthority. !opying or communication of any thir party copyright material can be one only within the terms of the Copyright Act 1968 or with permission of the copyright owners. "ny content in this ocument that has been erive from the "ustralian !urriculum may be use un er the terms of the !reative !ommons "ttribution')on!ommercial %.0 "ustralia licence

2013/41892

Content

Rationale
The *e ia +ro uction an "nalysis ,eneral course aims to prepare all stu ents for a future in a igital an interconnecte worl by provi ing the skills# knowle ge an un erstan ings to tell their own stories an interpret others( stories. Stu ents learn the languages of me ia communication an how a story is constructe using representations. Stu ents are encourage to e-plore# e-periment an interpret their worl # reflecting an analysing contemporary life while un erstan ing that this is one un er social# cultural an institutional constraints. Stu ents as users an creators of me ia pro ucts# consi er the important role of au iences an their conte-t. .igital technologies have ha an impact on an e-ten e the capacity that the me ia play in all "ustralian lives. Through new technologies# the role of the au ience has shifte from a passive consumer to a more active participant# shaping the me ia through interaction an more accessible mo es of pro uction an issemination of me ia work. Stu ents( interaction an opportunity to use technologies enables them to engage with current me ia an a apt to evolving me ia platforms. The creation of convergent an hybri me ia means that the system of communication changes as new me ia are evelope . The local an global me ia conte-ts are continuously interacting# making au iences global consumers of me ia pro ucts. Through the consumption of global me ia work# awareness of global issues creates a collective consciousness an sense of responsibility# giving rise to the notion of au iences also being global citi/ens. Through the process of investigation# stu ents are able to engage with topics# issues an themes which have global an local relevance an artistic movements an styles which in turn# create new notions of me ia aesthetics. The pro uction of me ia work enables stu ents to emonstrate their un erstan ing of the key concepts of me ia languages# representation# au ience# pro uction# skills an processes as well as e-press their creativity an originality. 0hen pro ucing me ia work# stu ents learn to make ecisions about all aspects of pro uction# inclu ing creative choices across pre'pro uction# pro uction an post'pro uction phases. This provi es an opportunity for stu ents to reflect on an iscuss their own creative work# intentions an outcomes. 0ithin this process# skills are evelope enabling stu ents to manipulate technologies which simulate in ustry e-periences.

Media Production and Analysis | General | Year ! sylla"us

Course outco#es
The *e ia +ro uction an "nalysis ,eneral course is esigne to facilitate achievement of the following outcomes.

Outcome 1 Media ideas


Stu ents use critical awareness an cultural un erstan ings to e-plore an 2n achieving this outcome# stu ents3 un erstan how me ia communicate i eas in particular conte-ts an for ifferent au iences an purposes e-plore technologies# co es an conventions to create meaning an present i eas# esigns an 4or pro uction plans. evelop i eas evelop me ia i eas.

Outcome 2 Media production


Stu ents use skills# techni5ues# processes# conventions an technologies to create me ia work for au ience# purpose an conte-t. 2n achieving this outcome# stu ents3 use me ia skills# process an technologies use me ia co es an conventions for au ience# purpose an conte-t fulfil a range of pro uction roles an responsibilities.

Outcome 3 Responses to media


Stu ents use critical# social# cultural an aesthetic un erstan ings to respon to# reflect on an evaluate me ia work. 2n achieving this outcome# stu ents3 un erstan how meaning is constructe in me ia work un erstan interrelationships between me ia work# cultural conte-ts an au iences use strategies to investigate an comment on me ia work an evaluate me ia pro uctions.

Outcome

Media in society

Stu ents un erstan the role of me ia in society. 2n achieving this outcome# stu ents3 un erstan the impact of technological evelopments# an controls an constraints# on me ia pro uction an use un erstan the influence of social# historical an cultural conte-ts on me ia pro uction an use un erstan how cultural values are influence by the me ia an in turn influence me ia pro uction.

Media Production and Analysis | General | Year ! sylla"us

Or$anisation
This course is organise into a 7ear 11 syllabus an a 7ear 12 syllabus. The cognitive comple-ity of the syllabus content increases from 7ear 11 to 7ear 12.

Structure o% t&e sylla"us


The 7ear 12 syllabus is ivi e into two units which are elivere as a pair. The notional time for the pair of units is 110 class contact hours.

!nit 3 "ntertainment
0ithin this broa focus# stu ents will e-pan their un erstan ing of me ia languages# learning how co es an conventions are use to construct entertainment me ia.

!nit

Representation and rea#ity

Stu ents will consi er ifferent types of representations an how they relate to the construction of reality within me ia work. 8ach unit inclu es3 a unit escription & a short escription of the focus of the unit suggeste conte-ts & a conte-t in which the unit content coul be taught unit content & the content to be taught an learne .

Or$anisation o% content
The course content is ivi e into five content areas3 *e ia languages 9epresentation "u ience +ro uction Skills an processes.

Media #anguages
"n un erstan ing of me ia languages is fun amental to the stu y an practice of me ia. 2n learning the languages of the me ia# stu ents evelop conceptual un erstan ings an skills relevant to3 $ystem o% communication The :system of communication( is the process by which a me ium creates messages an how au iences interpret the messages# pro ucing ominant# negotiate or oppositional meanings. The system consists of communication mo els# techni5ues# technologies an au ience conte-t. Tra itional me ia are ra io# television# film an newspaper ;print<. )ew emerging me ia# also known as :convergent an hybri me ia(# such as the internet# personal communication evices an

Media Production and Analysis | General | Year ! sylla"us

= computer games# acknowle ges the increasing integration of me ia an their systems of communication. >nowle ge of how the system of communication works is integral for stu ents to un erstan an pro uce me ia work. Narrati&e' codes and con&entions )arratives are intrinsic to me ia work an the narrative elements of character# setting# conflict an resolution are essential components of storytelling. !o es an conventions are tools use in the construction an econstruction of narratives. The way they are applie can be analyse in terms of genre an style. +ro ucers construct preferre meanings an viewpoints through the selection of technical# symbolic# written an au io co es an multiple meanings are interprete by ifferent au iences. "n un erstan ing of how selection processes construct meaning# realism an viewpoints in a range of me ia is an essential part of the course.

Representation
The concept of representation is fun amental to the constructe nature of all me ia. 9epresentation is the process where by concepts or physical ob?ects are constructe to appear :real4natural(. This inclu es people# places# events an i eas. The stu y of this process# known as :me iation(# enables stu ents to un erstan how multiple meanings can be constructe an how they can be accepte or challenge by a specific au ience. "n important aspect of analysing representation is the process of stereotyping through which over'simplifie representations become naturalise # an through share values# they become associate with particular issues an cultural groups. This oversimplification occurs through selection processes to create a ominant rea ing. @y applying the principles of enco ing an eco ing# stu ents are able to communicate their un erstan ings of the construction an interpretation of representations.

Audience
2n learning about how an au ience constructs meaning# stu ents evelop conceptual un erstan ings an skills relevant to3 Audiences The application of me ia theory enables stu ents to analyse the relationship between au iences an the me ia. +opular mo els for analysis inclu e the Aypo ermic )ee le mo el# Uses an ,ratifications an 9eception theory. " knowle ge of me ia theory lea s to the evelopment of informe au ience profiles base on age# gen er# socio'economic an cultural backgroun . These factors inform stu ents( un erstan ing of the me ia e-pectations an preferences of specific au iences for particular styles an themes within me ia work. 2n pro uction# these factors become significant in the classification an censorship of me ia work. $u(cu#tures "n e-tension of au ience analysis enables stu ents to e-amine how subcultural groups# base on share interests an values# e-perience the me ia ifferently from mainstream au iences. Un erstan ing how the me ia cater for subcultural groups provi es scope for e-perimentation within pro uction work.

Media Production and Analysis | General | Year ! sylla"us

10

Media trends 8ngaging with the me ia of ifferent times evelops an un erstan ing of the relationship between me ia work# au iences an conte-t. "wareness of technologies# styles# narratives# representations an values from the past illustrates the changing nature of the me ia an of tren s# values an au ience e-pectations. Bocal# national an international me ia provi e services for# an impact# particular communities.

Production
*any factors shape the style of pro uction an the me ia work that are pro uce . 2n learning about pro uction# stu ents evelop conceptual skills an un erstan ings relevant to3 Ma)or institutions and independents The organisation of ma?or institutions an in epen ents is structure for both large an small scale me ia# with stu ents investigating commercial an non'commercial me ia in ustries an mo es of pro uction. The pro ucts of these institutions are compare in terms of mainstream au ience appeal an alternative styles which are pro uce for specific subcultures. The role of new technologies# enabling greater autonomy for in epen ent pro ucers# irectly relates to the stu ent pro uction conte-t. 9ecognising the various purposes of the me ia an the ways in which me ia are use by mainstream an niche au iences is fun amental to un erstan ing the me ia in ustry an its economic power base. Aow me ia use is influence by emographic patterns# the e-pectations of pro ucers an au iences# marketing strategies an measures of au ience reach is critical when analysing the impact of specific me ia work on au iences. Production conte*ts !onte-ts within which me ia pro uction takes place are significant in shaping the content of me ia work. 2nvestigation reveals how particular conte-ts have shape the me ia3 historical an political events that shape attitu es an the representation of people an issues# social an cultural tren s that impact the style an content of me ia work. The impact of controls an constraints that shape the style an content of me ia work must be recognise an the implications consi ere . There is a wi e range of controls an constraints. 8thical issues an legal implications control an constrain me ia. .ebating the influence an impact of regulatory bo ies an pressure groups# types of censorship an classification provi es a basis for eveloping co es of con uct for stu ent pro uctions. Technologies an factors relate to pro uction# such as bu get# time# resources an au ience e-pectations control an constrain pro uction processes an au ience reach. 8conomic structures an practices also are factors that control an constrain me ia. 2t is important to consi er the impact of ethos an ob?ectives# sources of revenue an inten e :au iences( on the pro uction of me ia work. Cwnership# power an politics are all factors that control an constrain me ia.

$+i##s and processes


"n essential part of the course is the opportunity for stu ents to practically emonstrate their knowle ge an un erstan ing of me ia concepts an theory in creating their own me ia work. Skills an processes integrate the practical skills an use of technologies re5uire to create a me ia

Media Production and Analysis | General | Year ! sylla"us

11 pro uct. 0ithin skills# stu ents are e-pecte to use a pro uction process which inclu es implementing pre'pro uction techni5ues# fulfilling specific pro uction roles# following health an safety gui elines an applying technologies in creative an original ways. 9eflecting an evaluating on their own an peer4professional work enables stu ents an opportunity to improve their un erstan ing an skills of the pro uction process. The in ivi ual un erstan ing an application of skills through specific roles within the pro uction conte-t aim to simulate in ustry pro uction practices.

Re'resentation o% t&e $eneral ca'a"ilities


The general capabilities encompass the knowle ge# skills# behaviours an ispositions that will assist stu ents to live an work successfully in the twenty'first century. Teachers may fin opportunities to incorporate the capabilities into the teaching an learning program for the *e ia +ro uction an "nalysis ,eneral course. The general capabilities are not assesse unless they are i entifie within the specifie unit content.

,iteracy
The *e ia +ro uction an "nalysis ,eneral course relies on multi literaciesD oral# visual# kinetic# te-t base an igital literacy is fun amental to learning# communicating# creating an respon ing. Stu ents use an evelop literacy skills as they escribe# appraise an ocument their own me ia work an those of their peers# respon ing to# interpreting an analysing increasingly comple- me ia work ma e by others. They use their literacy skills to access knowle ge# make meaning# e-press thoughts# emotions an i eas# interact with an challenge others.

Numeracy
"n appreciation of an ability to apply numerical concepts# such as si/e# space# time# proportion# angles# epth# ratio an pattern are all use in the *e ia +ro uction an "nalysis ,eneral course. !reating me ia work re5uires knowle ge an un erstan ing of measurement in or er to manipulate space# time an form.

In%ormation and communication techno#ogy capa(i#ity


2nformation an communication technology ;2!T< capability enables stu ents in the *e ia +ro uction an "nalysis ,eneral course to use igital tools an environments to represent their i eas an me ia work. They use igital technologies to locate# access# select# ocument an evaluate information# work collaboratively# share an e-change information# an communicate with a variety of au iences.

Critica# and creati&e thin+ing


The *e ia +ro uction an "nalysis ,eneral course is epen ent on the evelopment of creative an critical thinking. 2n creating me ia# stu ents raw on their curiosity# imagination an thinking skills to pose 5uestions an e-plore i eas. They consi er possibilities an processes an make choices that assist them to take risks an e-press their i eas creatively.

Persona# and socia# capa(i#ity


Bearning in the *e ia +ro uction an "nalysis ,eneral course promotes self' iscipline# initiative# confi ence# goal'setting# empathy an a aptability as stu ents work in ivi ually an collaboratively. 0hen working with others# me ia stu ents evelop an practise social skills that assist them to

Media Production and Analysis | General | Year ! sylla"us

12 communicate effectively# work collaboratively# make consi ere group ecisions an show lea ership.

"thica# understanding
8thical un erstan ing is evelope an applie in the *e ia +ro uction an "nalysis ,eneral course when stu ents encounter or create me ia that re5uires ethical consi eration# such as me ia work that is controversial# involves a moral ilemma or presents a biase point of view. They actively engage in ethical ecision making when reflecting on their own an others( me ia work.

Intercu#tura# understanding
2ntercultural un erstan ing in the *e ia +ro uction an "nalysis ,eneral course assists stu ents to e-plore new i eas# me ia an practices from iverse local# national# regional an global cultural conte-ts. Stu ents are encourage to emonstrate open'min e ness to perspectives that iffer from their own an to appreciate the iversity of cultures an conte-ts in which artists an au iences live.

Re'resentation o% t&e cross(curriculu# 'riorities


The cross'curriculum priorities a ress the contemporary issues which stu ents face in a globalise worl . Teachers may fin opportunities to incorporate the priorities into the teaching an learning program for the *e ia +ro uction an "nalysis ,eneral course. The cross'curriculum priorities are not assesse unless they are i entifie within the specifie unit content.

A(origina# and Torres $trait Is#ander histories and cu#tures


The stu y of "boriginal an Torres Strait 2slan er histories an cultures enriches un erstan ing of the iversity of me ia within "ustralia# analyses the stereotypes an perceive societal norms that me ia present# an evelops an appreciation of the nee to respon to me ia work in ways that are culturally sensitive an responsible. *any "ustralian 2n igenous me ia pro ucers affirm connection with !ountry4+lace# +eople an !ulture through their me ia stories. *e ia create by "boriginal an Torres Strait 2slan ers e-poses stu ents to a view of the "ustralian lan scape that is uni5ue# e-pressive an personal.

Asia and Austra#ia-s engagement .ith Asia


"sia an "ustralia(s engagement with "sia provi es rich# engaging an iverse conte-ts in which to investigate making an respon ing to me ia which have arisen from the rich an iverse cultures# belief systems an tra itions of the peoples of the "sian region.

$ustaina(i#ity
Sustainability provi es engaging an thought'provoking conte-ts in which to e-plore the nature of me ia making an respon ing an enables the investigation of the interrelate nature of social# economic an ecological systems. Stu ents use the e-ploratory an creative platform of the me ia to evelop worl views that recognise the importance of social ?ustice# healthy ecosystems an effective action for sustainability. Through their me ia work they may persua e others to take action for sustainable futures.

Media Production and Analysis | General | Year ! sylla"us

1%

Unit ) * Entertain#ent
Unit descri'tion
The focus for this unit is on entertainment.0ithin this broa focus# teachers select learning conte-ts interesting to stu ents an buil upon the informal un erstan ings they have alrea y ac5uire . Stu ents e-pan their un erstan ing of me ia languages# learning how co es an conventions are use to construct entertainment me ia. They e-amine the process of representation an the way values are constructe in me ia work. Stu ents consi er how the e-periences of au iences influence their responses to me ia an how me ia work is shape by the pro uction conte-t an through the pro uction process. Stu ents analyse# view# listen to an interact with interesting an relevant me ia work. They also generate i eas an learn pro uction skills an processes as they apply their knowle ge an creativity in their pro uctions.

Su$$ested conte+ts
0ithin the broa area of entertainment# teachers may choose one or more of the suggeste conte-ts ;this list is not e-haustive<3 promotion an marketing strategies local an international film commercial# community an participation me ia fan/ines animate sitcoms. *e ia types & stu ents must work in at least one of the following me ia in any year3 film# television# photography# print me ia# ra io an igital me ia. igital ra io

Unit content
This unit inclu es the knowle ge# un erstan ings an skills escribe below.

Media #anguages
$ystem o% communication terminology# technologies an characteristics of specific me ia characteristics of me ia work esigne to entertain features of commercial an non'commercial me ia Narrati&e' codes and con&entions narrative an genre conventions in entertainment me ia genre recognition an au ience e-pectations

Media Production and Analysis | General | Year ! sylla"us

1E co es an conventions that position the au ience an construct meaning

Representation
why the me ia use stereotypical representations the social influence of stars an celebrities in popular me ia

Audience
Audiences how the purpose an conte-t of the me ia work influence au ience response how values are epicte in entertainment me ia through genre an representations $u(cu#tures i entifying subcultures base on cultural backgroun # e-periences# interests an occupations Media trends tren s in entertainment me ia genres impact of technologies on au ience reach an me ia use

Production
Ma)or institutions and independents comparing commercial an non'commercial entertainment me ia in terms of bu gets pro uction costs targeting mainstream au iences marketing strategies to promote me ia work Production conte*ts making links between entertainment me ia work an their pro uction conte-t controls an constraints in commercial an non'commercial entertainment me ia pro uction impact of changes in technology on me ia work

$+i##s and processes


collecting# interpreting an communicating information within given conte-ts emonstrating safe proce ures when using technologies an resources applying team skills# inclu ing active listening# making ecisions# goal'setting# time management# pro uction responsibilities appling the pro uction process# inclu ing application of technical skills an processes# scripts an storyboar s or layout esign reflecting on pro uction processes evaluating strengths an weaknesess in the pro uction an process

Media Production and Analysis | General | Year ! sylla"us

1F

Unit , * Re'resentation and reality


Unit descri'tion
The focus for this unit is on representation an reality. 9epresentation is the act of re'presenting or constructing i entities# places or i eas base on share values an un erstan ings. Stu ents will consi er ifferent types of representations an how they relate to the construction of reality within me ia work. 0ithin this broa focus# stu ents have the opportunity to choose from a range of me ia genres an styles an e-amine ways in which co es# conventions an techni5ues are use to ramatise an re'present reality while at the same time engaging an informing au iences. 2n conte-ts relate to representation an reality# stu ents analyse# view# listen an interact with a variety of me ia work. They learn about pro uction controls# constraints an responsibilities. Stu ents continue to evelop strategies an pro uction skills when creating their own me ia work.

Su$$ested conte+ts
0ithin the broa area of representation an reality# teachers may choose one or more of the suggeste conte-ts ;this list is not e-haustive<3 :breakfast( television news an current affairs programs an websites community'base me ia lifestyle programs an maga/ines participation me ia talk back ra io *e ia types & stu ents must work in at least one of the following me ia in any year3 film# television# photography# print me ia# ra io an igital me ia.

Unit content
This unit inclu es the knowle ge# un erstan ings an skills escribe below.

Media #anguages
$ystem o% communication characteristics of me ia in ifferent times an conte-ts Narrati&e' codes and con&entions co es an conventions use to construct realism narrative an genre conventions use to construct representations in me ia work

Media Production and Analysis | General | Year ! sylla"us

16

Representation
representation of subcultures connotations associate with stereotypes

Audience
Audiences au iences( preferences an e-pectations of specific me ia how ifferent viewing# listening an interacting conte-ts influence au ience responses to me ia work connecting values in me ia work to au ience values $u(cu#tures values an attitu es of subcultural groups Media trends impact of new me ia on use an pro uction

Production
Ma)or institutions and independents comparing commercial an non'commercial me ia in terms of3 pro uction types sources of revenue marketing strategies to create a point of view Production conte*ts linking the pro uction an social conte-t to me ia work controls an constraints in commercial an non'commercial me ia pro uction au iences( values impacting content

$+i##s and processes


collecting# interpreting an communicating information within given conte-ts emonstrating safe proce ures when using technologies an resources applying team skills# inclu ing active listening# making ecisions# goal'setting# time management# pro uction responsibilities appling the pro uction process# inclu ing application of technical skills an processes# simple scripts an storyboar s or layout esign reflecting on pro uction processes evaluating strengths an weaknesess in the pro uction an process

Media Production and Analysis | General | Year ! sylla"us

11

Sc&ool("ased assess#ent
The 0estern "ustralian !ertificate of 8 ucation ;0"!8< *anual contains essential information on principles# policies an proce ures for school'base assessment that nee s to be rea in con?unction with this syllabus. Teachers esign school'base assessment tasks to meet the nee s of stu ents. The table below provi es etails of the assessment types for the *e ia +ro uction an "nalysis ,eneral 7ear 12 syllabus an the weighting for each assessment type.

Assessment ta(#e /ear 12


Type of assessment 9esponse 0ork in which stu ents plan# con uct an communicate fin ings base on the analysis of au iences# me ia conte-ts an me ia e-amples using a range of frameworks an primary an secon ary sources. +ro uction 8-ten e pro uction pro?ect which can be complete as either a single task or as separate tasks. Stu ents e-plore i eas# control an manage the processes re5uire to manage the aesthetic 5uality of pro uction. 2n epen ently# an in teams# manage a range of pro uction processes# evaluating an mo ifying them as necessary. .emonstrate an un erstan ing of styles# structures# co es an conventions an the confi ence an competence in the use of technologies# skills an processes in a range of conte-ts. 8-ternally set task " written task or item or set of items of one hour uration evelope by the School !urriculum an Stan ar s "uthority an a ministere by the school. Teachers are re5uire to use the assessment table to evelop an assessment outline for the pair of units. The assessment outline must3 inclu e a set of assessment tasks inclu e a general escription of each task in icate the unit content to be assesse in icate a weighting for each task an each assessment type inclu e the appro-imate timing of each task ;for e-ample# the week the task is con ucte # or the issue an submission ates for an e-ten e task<. 1FG 60G 0eighting 2FG

Media Production and Analysis | General | Year ! sylla"us

16 "ll assessment types must be inclu e in the assessment outline at least twice with the e-ception of the e-ternally set task which only occurs once. The set of assessment tasks must provi e a representative sampling of the content for Unit % an Unit E# while the focus of the e-ternally set task is on Unit % content only. "ssessment tasks not a ministere un er test4controlle con itions re5uire appropriate vali ation4authentication processes. Hor e-ample# stu ent performance of pro uction work coul be vali ate by summative assessment through ?ournal or portfolio contributions# pre'pro uction planning materials an regular meetings where pro uction work can be reviewe an authenticate by the teacher.

E+ternally set tas"ll stu ents enrolle in the *e ia +ro uction an "nalysis ,eneral 7ear 12 course will complete the e-ternally set task evelope by the "uthority. Schools are re5uire to a minister this task in Term 2 at a time prescribe by the "uthority.

"*terna##y set tas+ design (rie% /ear 12


Time Cne hour 0ritten Format !on ucte un er invigilate con itions Typically between two an si- 5uestions This may inclu e set 5uestions# or a choice of 5uestions. Stu ents may be re5uire to respon to me ia images Content The "uthority informs schools uring Term % of the previous year of the Unit % syllabus content on which the task will be base

9efer to the 0"!8 *anual for further information.

Gradin$
Schools report stu ent achievement in terms of the following gra es3 ,ra e
" @ ! . 8

2nterpretation
8-cellent achievement Aigh achievement Satisfactory achievement Bimite achievement Iery low achievement

The teacher prepares a ranke list an assigns the stu ent a gra e for the pair of units. The gra e is base on the stu ent(s overall performance as ?u ge by reference to a set of pre' etermine stan ar s. These stan ar s are efine by gra e escriptions an annotate work samples. The gra e escriptions for the *e ia +ro uction an "nalysis ,eneral 7ear 12 syllabus are provi e in "ppen i- 1. They can also be accesse # together with annotate work samples# through the ,ui e to ,ra es link on the course page of the "uthority website at www.scsa.wa.e u.au

Media Production and Analysis | General | Year ! sylla"us

1= To be assigne a gra e# a stu ent must have ha the opportunity to complete the e ucation program# inclu ing the assessment program ;unless the school accepts that there are e-ceptional an ?ustifiable circumstances<. 9efer to the 0"!8 *anual for further information about the use of a ranke list in the process of assigning gra es.

Media Production and Analysis | General | Year ! sylla"us

20

A''endi+

* Grade descri'tions Year !

.iscusses in etail how information an a range of co es an conventions are selecte an use to construct narratives# preferre meanings# stereotypes an 4or viewpoints# an escribes how aspects of me ia work can appeal to specific au iences. +erforms pro uction roles responsibly# selecting an using narrative elements# co es an conventions# technologies an skills to construct narratives# preferre meanings# representations an 4or viewpoints. 8ffectively a apts plans an processes when particular problems are encountere uring pro uction. .iscusses the relationship between me ia work an specific conte-ts# giving e-amples of events# social an technological tren s# pro uction conte-ts an au ience values that have influence the genre# style an 4or content of me ia work. .iscusses cultural e-periences an values that influence the use of me ia work by au iences an provi es etaile reasons for share an alternative interpretations. .iscusses in etail the effect of specific controls an constraints operating in the me ia pro uction conte-t. +rovi es e-amples# such as technologies an resources# pro uction finance# au ience values an attitu es. 2nclu es a etaile reflection of the pro uction process an evaluates the effectiveness of strategies use within own pro uction. .escribes a range of co es an conventions an e-plains how they are use to construct narratives# preferre meanings# stereotypes an 4or viewpoints an how they appeal to au iences. Hulfils a pro uction role using narrative elements# co es an conventions# technologies an skills to construct meanings an particular viewpoints in own me ia pro uctions. " apts plans an processes when particular problems are encountere uring pro uction. .escribes links between me ia work an its conte-t# for e-ample# the influence of events# social an technological tren s# au ience values an attitu es that have influence the genre# style an 4or content of me ia work. .escribes factors that influence the use of me ia work# e-plaining how values in me ia work relate to au ience values. +rovi es e-amples of share an alternative interpretations that might be ma e by au iences. .escribes the impact of controls an constraints operating in me ia pro uction. 2nclu es e-amples# such as technologies# bu gets an au ience e-pectations. +rovi es a general reflection of the pro uction process use an evaluates strengths an weaknesses of own pro uction. 2 entifies common co es an conventions an comments on the connection to narratives# meanings# stereotypes an 4or viewpoints constructe # referring to au ience appeal. "pplies a range of pro uction skills# techni5ues an processes an eals with basic problems uring pro uction. 2 entifies ma?or factors that have influence the features an 4or content of me ia work. 2 entifies ma?or factors that influence how au iences use me ia work an provi es some e-amples of alternative interpretations. ,ives e-amples of controls an constraints an their effect on me ia pro uction. 2nclu es an outline of the pro uction process use an basic evaluation of own pro uction.

Media Production and Analysis | General | Year ! sylla"us

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Bists some co es an conventions an briefly comments on how they are use to construct narratives# meanings# stereotypes or viewpoints. "pplies a limite range of skills# techni5ues an processes an re5uires teacher gui ance when solving pro uction problems. ,ives a limite e-planation of some factors or tren s that have influence the features or content of me ia work. ,ives simple e-amples of how me ia work is use an interprete by au iences. ,ives simple e-amples of controls or constraints with little e-planation of how they influence me ia pro uction. 9efers to aspects of the pro uction process use with little or no evaluation of own pro uction.

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.oes not meet the re5uirements of a . ,ra e.

Media Production and Analysis | General | Year ! sylla"us