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Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Media Studies 90993: Produce a design
and plan for a media product using a specified range of
conventions
Resource reference: Media Studies 1.5A
Resource title: Plan to succeed
Credits: 3
Achievement
Complete a design and plan
for a media product using a
specified range of
conventions.
Achievement with Merit
Complete a design and plan
for a developed media
product using a specified
range of conventions.
Achievement with
Excellence
Complete a design and plan
for a crafted media product
using a specified range of
conventions.
Student instructions
Introduction
This assessment activity requires you to design and plan a 1–3 minute instructional
video or 2 page print media spread that demonstrates how to do something, for
example:

how to visit a marae;

how to bake lasagne;

how to repair a puncture.
You will be assessed on your ability to demonstrate an awareness of the target
audience for this product, and the appropriate codes and conventions that will appeal
to this audience.
You should select and use at least 5 of the conventions of instructional videos or
procedural texts that you have studied in class.
There are two tasks:

In Task 1, you will brainstorm ideas for the video or print media and produce a
plan. Task 1 is an individual task.

In Task 2, you will work in a small group (two or three students if you are making
a video or individually if you are making a print media spread), but you will be
assessed individually. Each group member will pitch their plan to the group, and
then the group will agree on a final plan to be taken through to production.
Note that the production of the instructional video or print spread is not part of this
assessment activity.
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
Task 1: Design, concept, and treatment
This is an individual task. Brainstorm ideas to come up with a general concept, and
then write a plan for the instructional video.
In your plan you must:

describe the idea (concept) you have for your video

describe your target audience and explain how you intend to appeal to them, for
example, “University students will enjoy this video because it will help them to
cook dinner when they go flatting …”. Include at least three features you will use,
for example, sound effects, music, costume

describe the tone of your proposed video (for example, funny, serious, curious,
romantic) and explain which codes and conventions you will be using to create
this tone

describe the setting for the video (include photos and/or sketches) and explain
why this setting appeals to your audience and/or fits with the product

describe the conventions of the genre you will use from the list specified by your
teacher

if you are planning to use actors, describe the costumes, props, hair, and makeup
required (include photos and sketches)

outline any copyright considerations (for example, music, sound effects, slogans,
brand names, images etc), and explain how you intend to address these issues.
 write a SWOT analysis of the Strengths, Weaknesses, Opportunities and Threats
which would show a careful consideration of factors that could be obstacles
during your production process (see Resource 4).
o
A STRENGTH is a factor that already exists in your group which will
help you toward the successful completion of your media product. E.g.
existing knowledge of a medium and its codes and conventions.
o
A WEAKNESS is a factor that already exists in your group which could
undermine the successful completion of your media product. E.g.
unfamiliarity with a new piece of software that would be needed to
complete the media product.
o
An OPPORTUNITY is a factor that is external to your group which you
could take advantage of in the successful completion of your media
product. E.g. the chance to use a school event like swimming sports
or athletics finals to get crowd footage needed in the final media
product.
o
A THREAT is a factor that is external to your group which could be an
obstacle in the successful completion of your media product. E.g. a
group member’s involvement in tournament week when production
was going to happen.
These factors could include but are not limited to:
o
timing
o
experience
o
location
o
equipment
o
budget
o
weather
o
cast and crew
o
upcoming events
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
 outline strategies to overcome identified Weaknesses and Threats from the
SWOT analysis that may have been obstacles to your production process.
You have until 18/7/12 to complete your plan. Hand it in to your teacher at the
completion of Task 1.
Task 2: Pre-production plan
This is a group task. To complete this task, you will need to produce a storyboard, a
script and a pre-production schedule. You will be assessed on the quantity and
quality of your individual contribution.
Keep a record (including dates and locations) of your involvement in this task. Keep
all drafts of your work. This could be presented in any medium that allows information
to be stored and retrieved, for example, a text, photo, audio, and/or video log. This
log will not be assessed but is a record of your contribution.
Working in your group, take turns to pitch your plan for the instructional video.
Discuss the different plans, and decide on a final plan to be taken through to
production. This may be one of the group member’s plans or a combination of
various aspects from several plans.
Checkpoint throughout the process to gain feedback on the group idea with your
teacher or another group. This will allow for valuable feedback where the idea can be
re-worked. Each time write an individual reflection of the feedback and how you will
approach the changes.
Using the plan as a guide, develop a storyboard, script, and a pre-production
schedule for the video. The Resources section of this assessment activity includes
supporting information and examples.
Storyboard
Produce a one-page storyboard that gives a shot-by-shot breakdown of your
instructional video.
The storyboard should have:
 at least 6 frames
 thumbnail sketches that clearly show the shot size
 an appropriate range of the specified conventions of the genre
 details of camera movement, sound, dialogue, lighting, transitions and length
of shot.
Script
The script should reflect the structure, style, tone and angle indicated in the
storyboard, and provide sufficient cues for director, actors, camera operator(s),
sound/lighting crew and editor(s) to follow.
A script should include:

dialogue

sound effects

music tracks

who is speaking

camera movement

movement of the characters within,
into and out of the frame

lighting required (look, effect)

video effects, including transitions

appropriate script format.
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
Pre-production sheet
Produce a sheet that includes the production details of your instructional video. Adapt
the pre-production sheet provided (Resource 5) to suit your planned instructional
video. The contingencies section of the pre-production sheet would include your
plans to overcome obstacles and production issues possible identified in the SWOT
analysis of Task 1.
Resources
Resource 1: Storyboard examples

http://www2.csd.org/showmemovie/storybrd.pdf

http://www.schoolhousevideo.org/Pages/Storyboard.pdf

http://www.scribd.com/doc/6168187/Storyboard-Example
Resource 2: Script examples

http://mathew.shanty.googlepages.com/AnuSolarTVCScript_1.doc

http://www.cybercollege.com/commerc.htm
Resource 3: Copyright information and copyright-free assets

http://www.apra.co.nz

http://www.creativecommons.org.nz/creative_commoners/(view)/list

http://w.freeplaymusic.com/

http://www.findsounds.com/types.html

http://www.flashkit.com/
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
Resource 4: SWOT analysis template (strengths, weaknesses,
opportunities and threats).
STRENGTHS:
WEAKNESSES:
OPPORTUNITIES :
THREATS:
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR STUDENT USE
Resource 5: Pre-production sheet template
The crew. Indicate who will be responsible for the roles:

Director

Production assistant (makes bookings, coordinates release forms etc)

Camera person

Editor

Sound

Lighting

Actor(s)
Equipment, props, costumes. This includes all filming and editing equipment.
Location details:

Where (Description and address)

When (Date and time of day)

Owner details if relevant
Potential risks
Costs (for example, costume hire, train fare, koha)
Clearance forms. These could be required for actors, locations, music, sound FX
Contingencies (for example, bad weather, unavailability of locations or actors)
Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR TEACHER USE
Assessment schedule: Media Studies 90993 Plan to succeed
Evidence/Judgments for Achievement
Evidence/Judgments for Achievement
with Merit
Evidence/Judgments for Achievement
with Excellence
The student produces a design and plan for a
media product using a specified range of
conventions. The design and plan:
The student produces a design and plan for a
developed media product using a specified
range of conventions. The design and plan:
The student produces a design and plan for a
crafted media product using a specified range of
conventions. The design and plan:

describes the concept, target audience,
tone, setting, and any costumes or props to
be used;

describes in detail the concept, target
audience, tone, setting, and any costumes
or props to be used;

describes in detail and justifies the concept,
target audience, tone, setting, and any
costumes or props to be used.

describes a range of codes and/or
conventions of the genre that they plan to
use in the production of the instructional
video;

describes a range of codes and/or
conventions of the genre that they plan to
use in the production of the instructional
video;

describes a range of codes and/or
conventions of the genre that they plan to
use in the production of the instructional
video, and explains/justifies their use.

outlines any copyright considerations.



shows awareness of the conventions of
instructional videos and how to use these to
communicate to the target audience, and
includes an appropriate range;
outlines any copyright considerations and
identifies possible solutions;
outlines any copyright considerations and
provides practical solutions.

shows awareness of the conventions of
instructional videos, and how to use these
to communicate essential information to the
target audience, and includes an
appropriate range;


is workable and detailed, fulfils the brief and
uses a specified range of elements (such as
shot size and dialogue) that are appropriate
for a developed instructional video;
shows awareness of the conventions of
instructional videos, and how to use these
to effectively communicate essential
information with clarity and impact to the
target audience, and includes an
appropriate range.

is workable, detailed and considered, fulfils
the brief and uses a specified range of
elements (such as shot size and dialogue)
that are appropriate for a crafted
instructional video;

shows development through reflection and
reworking of ideas following teacher and/or
peer feedback;

identifies practicalities, including locations,
technology, transport, cast/crew, props,
weather, costs, time etc) and their potential
impact on the completion of an instructional
video, and outline strategies to overcome


is workable, fulfils the brief and uses a
specified range of elements (such as shot
size and dialogue) that are appropriate for
an instructional video;
identifies some practicalities, e.g. locations,
technology, crew, time) that will enable the
completion of an instructional video.

For example:
Tennis is not just picking a racket and hitting a
ball. In this instructional short video, we will be
showing the proper tennis stroke and how to
improve your game...In the instructional video
will be using the convention of voiceover and
freeze frame to communicate the stages of a
good form tennis stroke...We would like to have
This resource is copyright © Crown 2010

shows development through reflection and
reworking of ideas following teacher and/or
peer feedback;
identifies most practicalities, e.g. locations,
technology, crew, props, weather, time) and
their potential impact on the completion of
an instructional video.
For example:
Tennis is not just picking a racket and hitting a
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Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR TEACHER USE
a PE teacher perform our voiceover as they are
familiar with instructing people of physical
activities and they will have good skills in this
area...We would like to use Tina Turner’s song
‘Simply the best' but the song is
copyrighted...We will be shooting on the school
tennis courts to show the tennis strokes. We will
need to book them.
The student utilises the template for the preproduction sheet.
The design and plan (storyboard, script, and
pre-production sheet etc) are sufficiently
detailed and workable to show some awareness
of the purpose, requirements and conventions
of the genre, and meet the requirements of the
brief (enable the creation of an instructional
video).
ball. In this instructional short video, we will be
showing the proper tennis stroke and how to
improve your game...In the instructional video
will be using the convention of voiceover and
freeze frame to communicate the stages of a
good form tennis stroke...We would like to have
a PE teacher perform our voiceover as they are
familiar with instructing people of physical
activities and they will have good skills in this
area...From feedback we received from our
peers, they thought having a PE teacher record
the voiceover might make the video seem like
just a ‘recorded class period’. So we’ve decided
to ask the top tennis player in the school as they
may be more relatable to the audience of our
video, but also have obvious success in
tennis...We would like to use Tina Turner’s song
‘Simply the best' or Pat Benatar’s song “Hit me
with your best shot’ but both songs are
copyrighted, therefore we will search creative
commons websites for copyright free music to
use...We will be shooting on the school tennis
courts to show the tennis strokes. They are
noisy and will make recording instructions
difficult. We will need to shoot after school, so it
is quiet and there are not lots of people around.
We will need to book them.
The student utilises the template for the preproduction sheet, and shows evidence of
development of ideas, e.g. through revised
drafts, brainstorming etc.
The design and plan (storyboard, script, and
pre-production sheet etc) are sufficiently
detailed and workable to show awareness of the
purpose, requirements and conventions of the
This resource is copyright © Crown 2010
potential obstacles.
For example:
Tennis is not just picking a racket and hitting a
ball. In this instructional short video, we will be
showing the proper tennis stroke and how to
improve your game...In the instructional video
will be using the convention of voiceover and
freeze frame to communicate the stages of a
good form tennis stroke...We would like to have
a PE teacher perform our voiceover as they are
familiar with instructing people of physical
activities and they will have good skills in this
area... From feedback we received from our
peers, they thought having a PE teacher record
the voiceover might make the video seem like
just a ‘recorded class period’. So we’ve decided
to ask the top tennis player in the school as they
may be more relatable to the audience of our
video, but also have obvious success in tennis...
We would like to use Tina Turner’s song ‘Simply
the best' or Pat Benatar’s song “Hit me with
your best shot’ but both songs are copyrighted,
however we have contacted a local rock band
who have agreed to let us use a song of theirs
in our instructional video and have signed the
enclosed agreement...We will be shooting on
the school tennis courts to show the tennis
strokes. They are noisy and will make recording
instructions difficult. We will need to shoot after
school, so it is quiet and there are not lots of
people around. We will need to book them...The
microphones that we have to use easily pick up
wind sound so this might also affect the days
that we can shoot. We may have to shoot on a
still day, indoors, or consider not having diegetic
sound for these scenes.
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Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
PAGE FOR TEACHER USE
genre, and meet the requirements of the brief
(enable the creation of a developed instructional
video).
The design and plan demonstrate development
of ideas through reflection and reworking, e.g.
there is evidence of revision/changes during the
design and planning process.
The student utilises the template for the preproduction sheet, and shows evidence of
crafting of ideas, e.g. through revised drafts,
brainstorming etc.
The design and plan (storyboard, script, and
pre-production sheet etc) are sufficiently
detailed and workable to show in-depth
awareness of the purpose, requirements and
conventions of the genre, and meet the
requirements of the brief (enable the creation of
a crafted instructional video).
The design and plan demonstrate crafting of
ideas through reflection and reworking, e.g.
there is evidence of regular and considered
revision/changes during the design and
planning process.
Final grades will be decided using professional judgment based on a holistic examination of the evidence provided against the criteria in
the Achievement Standard.
This resource is copyright © Crown 2010
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