Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
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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.
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:
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how to visit a marae;
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how to bake lasagne;
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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:
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In Task 1, you will brainstorm ideas for the video or print media and produce a plan. Task 1 is an individual task.
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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
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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:
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describe the idea (concept) you have for your video
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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
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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
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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
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describe the conventions of the genre you will use from the list specified by your teacher
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if you are planning to use actors, describe the costumes, props, hair, and makeup required (include photos and sketches)
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outline any copyright considerations (for example, music, sound effects, slogans, brand names, images etc), and explain how you intend to address these issues.
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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 location o budget o cast and crew o o o o
experience
equipment
weather
upcoming events

Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
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
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.
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.
Produce a one-page storyboard that gives a shot-by-shot breakdown of your instructional video.
The storyboard should have:
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at least 6 frames
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thumbnail sketches that clearly show the shot size
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an appropriate range of the specified conventions of the genre
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details of camera movement, sound, dialogue, lighting, transitions and length of shot.
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:
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dialogue
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sound effects
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music tracks
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who is speaking
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camera movement
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movement of the characters within, into and out of the frame
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lighting required (look, effect)
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video effects, including transitions
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appropriate script format.

Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
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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.
 http://www2.csd.org/showmemovie/storybrd.pdf
 http://www.schoolhousevideo.org/Pages/Storyboard.pdf
 http://www.scribd.com/doc/6168187/Storyboard-Example
 http://mathew.shanty.googlepages.com/AnuSolarTVCScript_1.doc
 http://www.cybercollege.com/commerc.htm
 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
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STRENGTHS:
WEAKNESSES :
OPPORTUNITIES :
THREATS :

Internal assessment resource Media Studies 1.5A for Achievement Standard 90993
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The crew. Indicate who will be responsible for the roles:
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Director
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Production assistant (makes bookings, coordinates release forms etc)
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Camera person
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Editor
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Sound
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Lighting
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Actor(s)
Equipment, props, costumes. This includes all filming and editing equipment.
Location details:
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Where (Description and address)
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When (Date and time of day)
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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
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Evidence/Judgments for Achievement
The student produces a design and plan for a 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 a range of codes and/or conventions of the genre that they plan to use in the production of the instructional video;
 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;
 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
Evidence/Judgments for Achievement with Merit
The student produces a design and plan for a developed media product using a specified range of conventions. The design and plan:
 describes in detail 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;
 outlines any copyright considerations and identifies possible 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 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
Evidence/Judgments for Achievement with Excellence
The student produces a design and plan for a crafted media product using a specified range of conventions. The design and plan:
 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, and explains/justifies their use.
 outlines any copyright considerations and provides practical solutions.
 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
This resource is copyright © Crown 2010 Page 7 of 9

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 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.
This resource is copyright © Crown 2010 Page 8 of 9

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 Page 9 of 9