Subject Area: K-10 Media Studies
Author: Shuonan Zhou (Naomi), Matt Purnell, Chrisella Sentana
Description
This is a summative task administered to a Year 10 Media Studies class. Students are to write an essay (approx. 2000 words) analysing the production and story elements in 2 film texts that was screened in class. Students will compare the use of 3 production and 3 story elements in both Amelie and American Beauty and how they contribute to the audience’s engagement with the narrative.
Before the task, students have learnt all story and production elements. Examples of how to analyse film text using the two elements have taught to them as well. In this task the students are expected to explore and express the ideas around story and production elements using paragraph essay structure through the images, sounds and text associated with the two films. They will develop and define how specific media arts practices were integrated to represent story, purpose, meaning and style within the specific texts
Curriculum Links
❏Victorian Curriculum Media Arts Level 9-10
- Explore and express idea
➔ Experiment with ideas and stories that manipulate media elements, and genre conventions to construct new and alternative viewpoints in images, sounds and text
- Media Arts Practices
➔ 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
❏Victorian Curriculum English Level 10
- Text structure and organisation – Text cohesion
➔ Understand how paragraphs and images can be arranged for different purposes, audiences, perspectives and stylistic effects
*We choose to use English curriculum as one guide to assess students’ writing skills- organizing paragraphs in essay
Procedural Properties
| Purpose | The purpose of this summative task is to assess the class’ ability in analysing the story and production elements in the two film texts covered in class.
The task requires students to apply both production elements and story elements in their analysis. It provides students the opportunity to demonstrate their understanding of specific media terminologies within their responses. |
| Administer | Students were given a week to complete this task. They were given several periods to complete their task. Students have access to the 2 texts to help them recall the components of specific elements for their analysis. |
| Record | The finished works will be uploaded to Compass Learning Tasks. The teacher will use the task’s matrix to mark individual works, and the final marks will be uploaded to Compass. Students will receive an email once the marks have been finalised. |
| Interpret | This assessment measures students’ comprehension of production and story elements, and their ability to analyse texts using these two elements. The teacher will determine the students’ ZPD in applying production and story elements, to plan for teaching in the next unit of work. |
| Use | Students will receive individual, constructive feedback on their work. They will be asked to reflect upon their work, and the feedback given to identify future learning goals. This will help the teacher determine and differentiate future lessons that provide scope for students of differing abilities to work on their ZPDs. |
Construct
| Outstanding | Student shows clear and consistent analysis, accurately using technical language, drawing links between the two texts. |
| High | Writing is structured with coherent sequence, analysing narrative using evidence with conclusions about audience response/director intention |
| Medium | Writing has both introduction and conclusion with analysis of elements using a mix of colloquial and media technical language. |
| Low | Writing has an introduction or conclusion with evidence of production and story elements from the texts. |
Rubrics
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reliable rubrics 