AFT101 - 2017Faculty: Arts

Subject Code & Name: AFT101 - Film, Television and New Media

Year Level: 10

Term/s: 1 & 2

Version Date22 Jan 2017

Duration of Unit:20

Characteristics of a Learner: Teaching and Learning Framework: Innovative, sustainable approaches

to enhancing the human, physical and technological resources that will support twenty-first century thinking and learning

Curriculum and Learning Framework:o Understand that learning can be both rigorous

and enjoyable; that it is lifelong and lifewideo Take personal responsibility for her own learning

so that she may reach her highest potentialo Discover and develop her individual interests,

gifts and talents - creative, vocational, intellectual, physical and social

o Focus on the attitudes and perceptions and habits of mind that enable positive and productive thinking and learning

o Learn collaboratively with respect for others’ background, ideas and perceptions

o Think deeply and critically, respond reflectively and innovate confidently

o Extend and refine her knowledge and skills so that she may become a well-informed, highly skilled and confident contributor to her world

Unit Overview (Statement / Key Understanding /learning descriptor) Including Question/s (Big / Fertile)Students will explore the institutions and language of film, television and new media. They will develop skills in analysis, creativity and critical thinking, as well as digital, visual and written literacies. This unit will culminate in Responding to a case study investigation (Hollywood film analysis) and Making an individual stylistic project (Television News story)BIG QUESTION - How do media institutions shape us as an audience?

Content Descriptors:K & U (Declarative)Experiment with ideas and stories that manipulate

Content Descriptors:Skills (HOTS / CCE / 21 st Century Skills - Procedural) refine and extend their understanding and use of structure, intent,

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media conventions and genres to construct new and alternative points of view through images, sounds and text (ACAMAM073)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)Plan and design media artworks for a range of purposes that challenge the expectations of specific audiences by particular use of production processes (ACAMAM076)Produce and distribute media artworks for a range of community and institutional contexts and consider social, ethical and regulatory issues (ACAMAM077Evaluate 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 (ACAMAR079)

character, settings, points of view, genre conventions and media conventions in their compositions

extend the use of time, space, sound, movement and lighting as they use technologies

analyse the way in which audiences make meaning and how audiences interact with and share media artworks

draw on media arts from a range of cultures, times and locations as they experience media arts

learn that over time there has been further development of different traditional and contemporary styles as they explore media forms

explore meaning and interpretation, forms and elements, and social, cultural and historical influences of media arts as they make and respond to media artworks

consider the local, global, social and cultural contexts that shape purpose and processes in production of media artworks

evaluate the social and ethical implications of media arts maintain safety in use of technologies and in interaction with others,

including the use of images and works of others maintain ethical practices and consider regulatory issues when using

technology build on their understanding from previous bands of the roles of artists

and audiences as students engage with more diverse media artworks. Create stylistic projects using media technologies including ICT

Literacy Focus:As a College, we a concentrating on writing, particularly sentence structure.

Numeracy Focus:

General Capabilities / Cross Curriculum Priorities:Check relevant boxes.☒ ICT☒ Creative & Critical Thinking☒ Ethical☐ Intercultural☒ Personal and Social☐ Sustainability☐ Engagement with Asia☐ Aboriginal and Torres Strait Islander History

Relevant prior curriculum (K&U and skills students have learnt)

Curriculum working towards (K&U and skills students to learn next)

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By the end of Year 8, students identify and analyse how representations of social values and points of view are portrayed in the media artworks they make, distribute and view. They evaluate how they and other makers and users of media artworks from different cultures, times and places use genre and media conventions and technical and symbolic elements to make meaning. They identify and analyse the social and ethical responsibility of the makers and users of media artworks.Students produce representations of social values and points of view in media artworks for particular audiences and contexts. They use genre and media conventions and shape technical and symbolic elements for specific purposes and meaning. They collaborate with others in design and production processes, and control equipment and technologies to achieve their intentions.

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.

Assessment Plan / Schedule

Achievement Standard 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.Enter text below to maintain hyperlinks and fomatting

Type of assessment Description (Evidence / Task) When Feedback CycleFeedback Type

Formative Pre-test (Feedback Firefly form – Getting to know you)https://stursulas.fireflycloud.net.au/arts/media-arts/aft101/my-ftvnm-journey

Paragraph analysis of The Truman Show (1998)

First lesson

After viewing

Verbal feedback to class.

Written feedback to each student

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Fairy Tale Television News Story (group) Peer feedback

Summative Responding Critique Task - Choose a Hollywood film that played a significant part in Hollywood history and deliver a critique of your findings (500 words)

Individual Making Production Task – News Story.

Individual Making Design Task – TV Commercial

Week 7 Term 1

Week 5 Term 2

Week 9 Term 2

Draft response – conference with each student.Written feedback to each student

Peer and written feedback. Continual conferencing as task in underway.

Draft response – conference with each student.Written feedback to each student

Possible Learning OpportunitiesHollywood history and conventions

Discussing film work they have made and viewed to identify and explain how technical and symbolic elements, such as camera techniques, editing, sound rhythm and mise-en-scène, evoke a personal response such as excitement or fear, or convey an issue or idea.

Television Journalism Comparing the same idea, event or story presented in artworks in different media, explaining how different technical and symbolic elements

are used to engage audiences and influence personal perceptions, for example, comparing two media artworks dealing with a current news event.

Creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.Television Advertising

Creating media artworks in a particular genre that intend to meet or manipulate the expectations of an audience.

Representation and story principlesStructure

developing ideas and story structures through the manipulation of media and genre conventions for a specific audience experience and expectation

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Intent constructing and communicating ideas, beliefs and values through representations in a personal, social and cultural context for a specific

purposeCharacter

the characteristics and motivations of fictional and non-fictional identities portrayed through the manipulation of physicality, voice, costumes and props and using direction, design or actuality

Settings the chosen or constructed environment and the impact of that environment on situations and characters

Genre conventions the established and accepted system for constructing and deconstructing meaning in a particular form or style

Points of view perceiving and constructing stories and ideas from an alternative, objective or subjective perspective

Media conventions manipulating techniques within established media forms to create new and hybrid media artworks

Languages: elements of media arts (technical and symbolic)Composition

the manipulation and combination of the technical and symbolic elements in images, sounds and text to affect audience expectation and experience through the control of production

Time the manipulation of the experience and perception of time through the ordering, duration and depiction of actions, ideas and events

Space the depiction of place and environment through the manipulation of subjects, objects, sounds or text and the surrounding or negative space

in a two- or three-dimensional contextSound

manipulation of sounds, voice, dialogue, music and motifs for impact and effectMovement

the expression, perception and depiction of moving action and rhythm or design flow for effect the design of navigation and interaction with images and text

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the creation of movement through sound, continuity and rhythmLighting

intensity and quality of light, shadow and colour to create surface, perspective, highlighting and atmosphereTechnologies

designing, manipulating, editing and producing images, sounds and text or a combination of these using selected media technologies, processes and equipment

Audience analyse the ways audiences make meaning and how a range of audiences engage, interact and share different media artworks

Institutions: individuals, communities and organisations the social and cultural contexts, both locally and globally, shaping purpose and processes to produce media artworks the social and ethical role and behaviour of individuals, communities and organisations making, using and sharing media artworks, and the

associated regulatory issues in a networked culture

Possible Differentiation Opportunities

Enhancing ideas or strategies Extending ideas or strategiesGuest speaker – TV journalist, advertising executive, Watch a news story be filmed (Anzac Service)Watch ‘Newsroom’ and analyse the bias created in TV Journalism in USAEvaluate the ‘Fake News’ from websitesWhat is the future of journalism?

Choose a film that is more challenging for Critique TaskWrite a feature article for a film magazine rather than a critiqueDevelop roles for leadership (director, producer) for the completion of the class news bulletinComplete the design task (TV advertisement) rather than just design it

Learning and Teaching SequenceTerm 1

Week Activity / Experience Resources Feedback / Assessment

Adjustments for needs of individual learners (Student Support, IEP)

1 Introduction to the moving image and film languageHistory of the moving image

https://stursulas.fireflycloud.net.au/arts/media-arts/aft101--film-television-and-new-media/film/history-of-film

2 History of Hollywood as an https://stursulas.fireflycloud.net.au/arts/media-arts/aft101--

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Institution film-television-and-new-media/film/hollywood-and-audience/hollywood

How Hollywood conquered the world article. https://www.youtube.com/watch?v=uv9HS6kxn5E

Sesame Street Brief History of Motion Pictures – (2 mins)

Charlie Chaplin excerpts – ‘Chaplin’ (1992)3 Hollywood and Audience

Give out task sheetStart to watch “The Truman Show”

Draw from ‘Chaplin’ for examplesThe Truman Show (1998) filmTask Sheets

Task - Critique Guided worksheet whilst watching the filmModified Task

4 Planning a Critique Task – using Truman as an example

Resources for writing a critiqueLanguage listsExplanation of ‘Institutions’ explicit to Hollywood

Planning sheet

5 Planning and Drafting of written task

Individual consultations One on one planningModification of task

6 Draft Due – Critique Task Student Developed resources7 Written Assessment due –

Critique TaskStudent developed resources Due end of the Week

8 Television Journalism https://stursulas.fireflycloud.net.au/arts/media-arts/aft101--film-television-and-new-media/television/television-journalism

9 Planning and writing a news reportUsing available technologyWorking with a group

Fairy tale sheetsCameras, microphones, tripods, using iMovie (if not known)

Return written task. Assistance given if neededAssign students to groups if needed

10 Editing and presenting the story

Student developed resources Peer evaluation

Term 2

Week Activity / Experience Resources Feedback / Assessment

Adjustments for needs of individual learners (Student Support, IEP)

11 Give out assessment taskExamples of TV news storiesPlanning and researching

Task sheetB rollFilming interviewsWriting voice over

Assistance given if neededAssign students to groups if needed

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12 Filming/Editing Cameras, microphones, tripods One on one planningModification of task

13 Filming/Editing Cameras, microphones, tripods Assistance given if needed

14 Filming/Editing Cameras, microphones, tripods Assistance given if needed

15 Writing one sentence intro for anchor person

Anchor personCamera, microphone, Green Screen

Assistance given if needed

16 Intro to TV advertisingGive out Design task

TV advertising and audienceWhat is storyboarding?

New Stories due end of the week

One on one planningModification of task

17 Design Task Designing a TV ad for the College

Assistance given if needed

18 Design Task Feedback on drafts Assistance given if needed

19 Complete task Task due Assistance given if needed

20 No classesReflection

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NAME:________________________________

PC:__________________

THE TASK

CRITIQUE - INDIVIDUAL During the unit you should have acquired knowledge and understanding of the history of Hollywood films that have played a significant part in the development of the Hollywood industry, due to technology, audience perception, symbolic codes and film making techniques.

Your task is to choose a Hollywood film (see below list) that played a significant part in Hollywood history and deliver a critique of your findings (500 words) according to the following points, where necessary:

Information about the film – producer, director, year produced, studio involvement, actors, filming and editing conditions, brief outline of the plot

Why the film is a significant part of the development of Hollywood.

a. Was it the first time film techniques (camera, lighting, editing, sound, special effects) were used in a different way? If so, which ones were used or created for the film and what other films have used these techniques since then?

b. Did the film create controversy when it was released? How and why? (first time something had been shown on screen, made the audience think about things differently, etc)

c. How was the film promoted? How was this different to previous films?d. How did this film change the way Hollywood films are made today

and/or distributed currently? a. budgets, b. use of actors, c. film setting, d. use of special effects, e. special way it was filmed

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AFT101FILM, TV & NEW MEDIA

2017

Due Dates:Drafts Friday Week 6Due – Friday Week 7

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Some films to choose from:

Jaws (1978)Casablanca (1942)The Lord of the Rings: The Fellowship of the Ring (2001)Avatar (2009)The Blair Witch Project (1999)(MA15+)Titanic (1997)Snow White and the Seven Dwarfs (1937)Ben Hur (1959)Gone with the Wind (1939)Godfather: Part II (1974)2001: A Space Odyssey (1968)Super Size Me (2004)An Inconvenient Truth (2006)Singin’ in the Rain (1952)Citizen Kane (1939)Psycho (1960)Toy Story (1995)Blade Runner (1982)E.T: The Extra-Terrestrial (1982)The Graduate (1967)It’s a Wonderful Life (1946)King Kong (1938)The Matrix (1999)Raiders of the Lost Ark (1981)Rebel without a Cause (1956)

Schindler’s List (1993)The Sound of Music (1965)Terminator 2: Judgement Day (1991)Wizard of Oz (1939)The Silence of the Lambs (1991)Forest Gump (1994)Scream (1996)The Sixth Sense (1999)Donnie Darko (2001)Slum Dog Millionaire (2008)The Time Machine (1960)Planet of the Apes(1968)Witness (1985)When Harry Met Sally(1989)Kramer vs Kramer (1979)The Long Kiss Goodnight (1996)Tron (1982)The Goonies(1985)Groundhog Day(1993)Thelma and Louise (1991)Unforgiven (1992)Dances with Wolves (1990)Dirty Dancing (1987)Rear Window (1952)Who Framed Roger Rabbit? (1988)

Alien (1979)

CONDITIONSWritten critique – 500 wordsBibliography of film details and any additional research must be included. Two weeks of class time after significant class preparation in lessons.Teacher will give responses to drafts if submitted prior to due date.

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Criterion Standard A Standard B Standard C Standard D Standard E

Crit

ique

effectively applies the key concepts (Institutions) to make cohesive and substantiated judgments by thoroughly analysing and evaluating the chosen film and their contexts of production and use

applies the key concepts (Institutions) to make cohesive and supported judgments, by analysing and evaluating the chosen film and their contexts of production and use

applies aspects of the key concepts (Institutions) to make some supported judgments by analysing the chosen film and their contexts of production and use

loosely links the key concepts (Institutions) to stated opinions about the chosen film and their contexts of production and/or use

states opinions about the chosen film or their contexts of production and/or use

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NAME:_____________________________________

GROUP MEMBERS:______________________________________

THE TASKPRODUCTION Individually, produce and edit a television news story based on a newsworthy moment from the College, to be shown to a contemporary audience. This news story will be shown at the end of the unit in class and could be used on assembly. You must make use of the news production techniques learned and developed in class.

CONDITIONSNews story – 30 seconds individually or 30 seconds per group memberAny research must be included. Two weeks of class time after significant class preparation in lessons.Teacher will give responses to drafts if submitted prior to due date.

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AFT101Television Journalism

2017Due Dates:

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A B C D E effectively applies

Technologies to create products that exploit and realize the potential of production practices within a News story.

applies Technologies to create products that realize the potential of production practices within a news story.

applies aspects of Technologies to create products using production practices within a new story.

loosely relates Technologies to the making of product components using some production practices for a news story.

records moving images and/or sound.

Comments:

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NAME:_____________________________________

Design TASK Individually, design a television advertisement based on the brief below. This advertisement could be made and shown to promote the college on television, Facebook or YouTube. You must make use of the television advertisement production techniques learned and developed in class.

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AFT101 Film, Television and New MediaTelevision Advertising

Key Concepts - Audience, Languages

Due Date

St Ursula’s College has requested the production of a Television Advertisement to show on prime time television to encourage enrolments and highlight the following College Culture Statement:

CULTURE STATEMENT

St Ursula’s College, a stand alone Catholic educational and residential community, in the Ursuline tradition, is dedicated to the education and care of young women.

We strive to create learning opportunities that will encourage students to take responsibility for their own thinking and learning, so that they may become more resourceful and empathetic young women who seek:

the development of personal faith and spirituality participation and leadership in all facets of today’s and tomorrow’s world.

The challenge for all is to model relationships within and beyond our community based on:

mutual respect. tolerance and acceptance care for the individual and the environment interdependence and collaboration service

so that our students, growing in wisdom, justice and integrity will contribute responsibly to their own transformation and that of society.

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CONDITIONS

Advertisement – exactly 30 seconds in lengthTreatment – 300 wordsStoryboard – 6 to 12 shotsTwo weeks of class time after significant class preparation in lessons.Teacher will give responses to drafts if submitted prior to due date.

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Criterion Standard A Standard B Standard C Standard D Standard E

Des

ign

The student: effectively applies the

key concepts (Representations, Languages) to create detailed, coherent proposals that proficiently use the conventions of treatment and storyboard formats

The student: applies the key

concepts (Representations, Languages) to create detailed, coherent proposals that use the conventions of treatment and storyboard formats

The student: applies aspects of

the key concepts (Representations, Languages) to create developed and workable proposals that use some of the conventions of treatment and storyboard formats

The student: loosely relates the key

concepts (Representations, Languages) to partially develop ideas for products using some aspects of treatment and storyboard formats

The student: partially develops

ideas that may relate to a preproduction format

Comments:

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