Film, Television & New Media Work program sample
Film, Television & New Media 2005 Reproduced with permission of Glenala State High School 2006
A work program is the school’s plan of how the course will be delivered and assessed, based on the school’s interpretation of the syllabus. The school’s work program must meet syllabus requirements, and indicate that there will be sufficient scope and depth of student learning to reflect the general objectives and meet the exit criteria and standards. This sample demonstrates one approach, and should be used as a guide only to help teachers plan and develop school work programs.
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the Queensland Studies Authority. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
COURSE AND ASSESSMENT OVERVIEW
Unit title and focus
Key Concepts
Year 11 Overview
T
R
A
I
Suggested tasks L
General Objectives D
P
x
x
Task conditions C
UNIT 1: Semester 1: Into the Woods (19 weeks) Hollywood & Bollywood
x
x
entertainment industries Moving image media codes and conventions Camera and basic editing
x
11.1Design Suite– concept, script, storyboard for Short narrative video
Individual design – concept, script, storyboard Individual component in group production context 3 mins total – 1min per student
Scripts/storyboards x
11.2Extended Written -Critical analysis of film institutions
Individual 600-800 words
UNIT 2: Semester 2: Home Grown (19 weeks) Australian (youth) identity and discourse Indigenous media Australian TV and film genres Australian content
x
x
11.3Design Suite – treatment, script, Video Production
x
x
x
Individual 2-3 mins
Oral Presentation Director’s commentary about an aspect of a film suitable for DVD extras
11.4Extended Written Comparative essay
x
Individual 600-800 words
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the Queensland Studies Authority. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
YEAR 12 Overview UNIT 3: Semester 3: Planted in the World (18 weeks) World cinema, television and new media
x
x
x
12.1Design Suite – written treatment, shooting script , Report for Documentary
News, Documentary, current affairs Independent production
12.2Video Production – Documentary
Film styles and movements
x
x
Individual
Group 5-6 mins
x
(2 mins per student) UNIT 4: Semester 4: Tendrils Beyond (10 weeks) Emerging technologies
x
x
Animation Special effects
12.3Design Suite Character images, storyboard for short animated advertisement suitable for children re topical issue
x
Individual
x
30-45 seconds
12.4Extended Written Research Essay – new and emerging technologies
x
Individual 800 – 1000 words
Unit 5: Semester 4: Grow Your Own (8weeks) Independent Project
x
x
x
x
x
12.5 Student Choice of criteria
x
x
x
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
3
GLENALA STATE HIGH SCHOOL FTVNM STUDENT PROFILE TASK
DESIGN
PRODUCTION
B
C+
CRITIQUE
YEAR 11 – formative 11.1 Design Suite – concept, script, storyboard (Short narrative video) 11.2 Extended Written (Critical analysis of film institutions) 11.3 Design Suite - treatment, script, Video Production, Oral
A-
B+
B-
B+
(commentary re issue on Australian TV) 11.4 Extended Written – (Comparative Essay)
Overall
A-
B+
B-
Interim LOA – Monitoring
A-
HA
YEAR 12 – summative 12.1 Design Suite - treatment, shooting script, report (Documentary) 12.2 Video Production (Documentary) 12.3 Design Suite – character images, storyboard
B-
B-
B
C+
B
Animation ( advertisement) 12.4 Extended Written (Research Assignment)
Overall
B
C+
B
B
Interim LOA – Verification HA 12.5 Independent Project B
Overall
B-
B
B
Exit LOA HA
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
4
SAMPLE UNIT - UNIT Unit 3: Planted in the World (R,A,I) This unit has a strong focus on the way audiences view representations of the world through media products which are shaped by institutions. It will build on previous studies of non-narrative genres, questioning the construction and representation of ‘reality’, and the way information may be shaped and manipulated, and how various representations are constructed. Through cultural, social, and political contexts, students will build on their previous knowledge of the key concepts and objective areas of design, production and critique. Unit Focus
Suggested Learning Experiences – To understand the key concepts, students could:
•
World cinema, television and new media Representations • All texts are constructed representations of the world • Individuals and groups can use representation to form, reform and conform identity • Representations are often challenged, subverted or reinterpreted. Meanings in film, TV and new media are created through representations of reality. These representations do not necessarily mirror reality. • Interpretation of particular representations
Sample Resources
•
•
•
• •
Compare the moving image media techniques and processes used to construct particular representations of people, places, events, ideas and emotions Research and report on the different ways representation has been used to perform powerful political and ideological roles in a particular society Compare the versions of reality constructed by different institutions by examining some of their products and the effects these realities have on different audiences Role play interviews and film and edit to produce different representations Workshop practical documentary making skills
• • • • • • • • • • • • • • • • • • •
Documentary Screens:Non-Fiction film and television. Beattie (2004) Media VCE Units1-4. Flack(2004) Senior Media Workbook. Giummarra (2004) Media:New Ways and Meanings. Stewart and Kowaltzke (1997) Australian Screen Education(various) METRO (various) http://www.documentaryfilms.net/site.htm http://www.der.org http://www.city.yamagata.yamagata.jp/yidf f/docbox/docbox-e.html http://history.sandiego.edu/gen/filmnotes/ hollywood-alternatives.html mailer.fsu.edu/~jgm8530/FIL2000/ PP/Film_Movements_and_Genres.ppt The Big One(2003) Cane Toads(1987) Alaska:the spirit of the Wild(2001) The Eruption of Mount St Helens(2001) Fahrenheit 9/11 (2004) Bowling for Columbine(2002) Super Size Me(2004) McLibel (1998) Outfoxed
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
Suggested Assessment Tasks Documentary
12.1 Design/Research Phase
Students are to research a media style or movement and design a documentary suitable for use in the junior media classroom which examines representations, institutions and audiences through cultural, social, and political contexts.
Individual Design suite should include: 400 word treatment shooting script
Report - Individual Research – each student to complete research at the design phase –review minimum six entries 5
depends on contexts of production and use. Audiences • Individuals and groups use products in different ways for different purposes • Individuals make meanings with products as part of the dynamic and evolving process of identity formation • Producers aim to construct and position audiences for particular purposes
•
•
•
•
• Institutions • A range of social, political and economic institutions can affect production and use and vice versa. • Several types of media institutions are involved in the production of media content.
•
•
and techniques Complete a self-analysis of the various ways in which they use different media products throughout a typical day After watching a product, reflect on the personal experiences, values, beliefs and attitudes that influenced how you interpreted and used the product to make it meaningful Design and script a media product for two different audiences e.g. alternative, mainstream Complete a textual analysis to identify how the producers have aimed to position audience members to make particular meanings Design treatments and storyboards/scripts for documentaries on same topic for different audiences
• • •
Frontline SBS programs Foxtel – History, National Geographic, World Film Channels
1000 words plus bibliography
12.2 Video Production Phase
Group – 5-9minutes (2-3minutes per student) Production – Students are to produce one of the ideas researched and designed previously. Each student to take responsibility for a section of the documentary
Debate an institution’s role in media production and use and the media’s role in the operation of institutions Examine the role that different companies/institutions play in the production of media products
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
6
GLENALA SHS THE ARTS DEPARTMENT FILM, TELEVISION AND NEW MEDIA
NAME:__________________________
LENGTH: Design - 400 words, shooting script 5-9 mins
THAT’S LIFE CLASS:______________
Report bibliography
–
1000
words
FTVNM TEACHER:_______________________
DRAFT DUE DATE: ______________
and
DUE DATE: _____________________
PLANTED IN THE WORLD TASK 12.1 – Design Suite and Report (Representations, Audience, Institutions) You are a producer for an educational video production house. You have recently had requests from schools for a video kit resource which will assist them in their classrooms. You are to research a media style or movement and design a documentary suitable for use in the junior media classroom. It should examine representations, institutions and audiences through cultural, social, and political contexts.
Before you produce the resource, some of your clients would like to have some input in order to ensure that the resource will be appropriate for their needs. For this to occur, you will need to provide both your design ideas and a brief report. Your Individual Design suite should include: 400 word treatment shooting script for the 5 - 9 minute production
Critique Your Report should take the form of a review of possible moving image resources for inclusion in the kit. • extended writing 1000 words and a bibliography
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au
UNIT 3 – PLANTED IN THE WORLD Standards Schema - Task 12.1
CRITERIA
A
B
C
D
E
DESIGN
Effectively apples the key concepts representations, audiences, institutions to create detailed, coherent proposals that proficiently use the conventions of treatment and shooting script preproduction formats
Applies the key concepts representations, audiences, institutions to create detailed, coherent proposals that proficiently use the conventions of treatmnt and shooting script preproduction formats
Applies aspects of the key concepts – representations, audiences, institutions to create developed and workable proposals that use some of the conventions of treatment and shooting script preproduction formats
Loosely relates the key concepts – representations, audiences, institutions to partially developed ideas for products using some aspects of treatment and shooting script preproduction formats
Partially develops ideas that may relate to a treatment or shooting script preproduction format
CRITIQUE
Effectively applies the key concepts representations, audiences, institutions to make cohesive and substantiated judgements by thoroughly analyzing and evaluating products and their contexts of production and use
Applies the key concepts representations, audiences, institutions to make cohesive and supported judgements by analyzing products and their contexts of production and use
Applies aspects of the key concepts representations, audiences, institutions to make some supported judgements by analyzing products and their contexts of production and use
Loosely links the key concepts representations, audiences, institutions to stated opinions about products and their contexts of production and/or use
States opinions about products or their contexts of production and/or use
PLEASE NOTE: This is a sample work program provided by a school. It is not an official publication of the QSA. Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email:
[email protected]; Website: www.qsa.qld.edu.au