Curriculum links and activities: The Arts: Media Arts (Level 10)


Year 10 Achievement Standard addressed

By the end of Year 10, students analyse how social and cultural values and alternative points of view are portrayed in media artworks they make, interact with and distribute. They evaluate how genre and media conventions and technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks.

Students produce representations that communicate alternative points of view in media artworks for different community and institutional contexts. They manipulate genre and media conventions and integrate and shape the technical and symbolic elements for specific purposes, meaning and style. They collaboratively apply design, production and distribution processes.

Content descriptions addressed 

  • Evaluate how technical and symbolic elements are manipulated in media artworks to create and challenge representations framed by media conventions, social beliefs and values for a range of audiences (ACAMAR078)

  • Analyse a range of media artworks from contemporary and past times to explore differing viewpoints and enrich their media arts making, starting with Australian media artworks, including media artworks of Aboriginal and Torres Strait Islander Peoples, and international media artworks (ACAMAR078)

  • Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)

  • Develop and refine media production skills to integrate and shape the technical and symbolic elements in images, sounds and text for a specific purpose, meaning and style (ACAMAM075)

  • Manipulate media representations to identify and examine social and cultural values and beliefs, including those of Aboriginal and Torres Strait Islander Peoples (ACAMAM074)

  • Experiment with ideas and stories that manipulate media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)

Australian Curriculum general capabilities addressed in these activities:

Suggested activities:


 
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Before watching the documentary

  • Read the Synopsis (Page X), and How the Film Came About (Page X) chapters. Answer the questions related to each chapter and share with classmates.

  • Read about the filmmakers Claudia Sangiorgi Dalimore and Michelle Hunder (Page X) and answer the stimulus questions (ACAMAR079).

  • With the class (using a google doc or another digital collaborative space, or a piece of paper) make a list of the technical and symbolic elements you expect to see manipulated in the documentary.

Watch the documentary

  • As you watch the documentary, select a technical and symbolic element you and your classmates guessed would be used and describe how the film makers manipulated this in the documentary. Explain how you think it created meaning for audiences. (ACAMAR078)

  • During the Behind the scenes X – X, Sangiorgi Dalimore discusses how she considered audiences while constructing the narrative – especially with the “tone”. She explains 4 types of audiences she considered. Can you identify these and pick a way you think the documentary was constructed to engage them.

After watching the documentary

  • Read the Documentary Style and Genre chapter (Page X) and answer the stimulus questions. (ACAMAR078, ACAMAR079, ACAMAM073)

  • From the chapter About the Musicians (Page X), select a musician

    • From WEBSITE LINK, describe ideas they discuss in their interview

    • Find an official music video of the musician

    • Select a sequence of at least 12 shots, screenshot and describe the technical and symbolic elements of the shots (ACAMAR078, ACAMAR078)

    • Reimagine this sequence of at least 12 shots, with a storyboard representing the ideas explored in interviews with the musician (ACAMAM076) ACAMAM075) (ACAMAM074) (ACAMAM073)

    • Explain how your storyboard might change the representations in the music video for audiences.

  • Re-watch the weather forecast sequence in the documentary (from 36minutes)

    • Identify the technical and symbolic elements of a news weather forecast that were manipulated – what is similar and different to a traditional news weather forecast? Try comparing with one from a news broadcast.

    • Explain why you think this manipulation of technical land symbolic elements to challenge audience values was successful or not? (ACAMAR078)

    • Plan another sequence in the documentary that uses and manipulates the technical and symbolic elements of a recognised media form to outline information (ACAMAM076) (ACAMAM074) (ACAMAM073)

For storyboarding information, suggested resources:

  • ACMI

  • Lessonbucket