Subject Area: K-10 Media Studies
Author: Eden Greskie, Alex O’Brien, Holly Parker, Terry Shepherd
Students were asked to create, in groups of three to five, a short, music video for a song of their choosing. They were asked to adhere to the codes and conventions of music video and broadcast production. This task required them to demonstrate the key production skills that they had been studying over the course of the year. They had been scaffolded during class time in order to complete this task in order to prepare their planning documents and practice their technical skills. In the planning stage, students developed their knowledge of music video conventions through researching videos that appealed to their interests. This was presented through a Production Design Plan that was assessed separately. They should also have a developed understanding of production and story elements at this point. The production is to be completed over a series of weeks at school. Students were also permitted to work on their production outside of school hours. At this point they should be confident in their knowledge of how a music video is constructed. However, this would be their first time writing and producing their own music video production. For the purposes of recreating this assignment, it should be noted that additional matrices for elements such as teamwork and time management would be needed.
Media Arts Practice: Level 10
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 (VCAA, VCAMAM042, 2016).
Domain: Victorian Curriculum – Media Arts |
Strand: Year 10 – http://victoriancurriculum.vcaa.vic.edu.au/the-arts/media-arts/curriculum/f-10#level=9-10
|Purpose||The purpose of this assessment is to help students build on their production skills and further their understanding of how to adhere to the codes and conventions of specific media production. This would then be used to inform future teaching as the students will continue to create media forms (eg. narrative production, podcasting). The long term goal is that the skills developed here will help prepare students for VCE Media, where they will be asked to complete a similar practical assignment. The assessment measures the students’ ability to take their knowledge film construction, and their ability to harness their production skills in order to create a short music video that connects with and elaborates on the message, imagery or symbolism of their chosen audio. For this assessment, students will be able to demonstrate their knowledge through their practical skills, as they’re asked to demonstrate their capability to create a media form.|
|Administer||The assessment is to be completed in groups of three to five predominantly at school, though students will have the option to elaborate on their work at home. Students have had allocated class time to plan for the task, as their previous assessment was the creation of a production design plan. They are encouraged to use or reference their prepared planning documents in the creation of their music video. As students have the opportunity to continue their work at home the assessment should be fairly accurate in it’s design, as it allows for factors such as student absence. It should provide a clear understanding of every students’ ZAD. The students have a few weeks to complete the assessment, allowing plenty of time for the students to clearly demonstrate their ability and for the teacher to make a fair judgement.|
|Record||Notes and marks from the assessment will be kept in order to help track and interpret the students’ development in this area. Copies of students productions and marked assessment matrixes will also be kept.|
|Interpret||The assessment will be marking using the matrix and will identify the ZAD and ZPDs of each student. The evidence will provide both a mark, assist with establishing the ZAD and ZPDs of the class, and set goals for the students. The assessment task is authentic and will enable the teacher to determine an accurate reading of ability levels and, in turn, interpret and plan for target learning areas. On
achievement of each of the capabilities within this assessment, students will be able to progress to the next level and address the next set of capabilities.
|Use||The results of the music video assessment will help to inform for planning and teaching in preparation for future media classwork. The interpretation and understanding of the assessment will not only provide the teacher with information on the ZAD and ZPDs of the students, but also has the potential to benefit students. Students can interpret the feedback in order to assess with capabilities they may need to revise. They will be able to use the marks, feedback and data to identify where and how they could improve.|
Taxonomy: SOLO Taxonomy
|High||Camera focus is used to emphasise key subjects and the lighting follows technical guidelines to ensure optimum exposure. Cutting between shots is seamless and follows beat synchronicity. The music clear and at a listenable volume. Final product follows prescribed music video genre conventions (i.e. including artist and song title, providing credits, etc.). Uses story elements to enhance narrative progression in music video.|
|Medium||All shots are in focus and the lighting follows basic technical guidelines. Cutting between shots mostly follows beat synchronicity. The music is clear, and the final product follows some prescribed music video genre conventions. Uses narrative in music video|
|Low||Camera shots are out of focus and the under and/or overexposed. The cutting between shots is minimal and/or out of time with the beat. The music is not audible and the final product follows no prescribed music video genre conventions. The video lacks any discernible narrative (i.e. the shots do not relate to one another or follow a linear progression).|
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