Sensitivity statement This assessment involves students telling their own story. It is recommended that the teacher considers the individual circumstances of student in the class before the assessment is implemented. It may be preferable to do this assessment later in the year when teachers are more familiar with all of the students’ backgrounds. It is also important that teachers work closely with the students to make sure their individual stories are appropriate to be shared with the class. This assessment involves students viewing a number of documentaries and documentary sequences. It is essential that teachers preview all material to be viewed by the to make sure that the sequences shown are appropriate for the students in the class. Documentaries cover a range of personal and emotional subject matter and there could be stories that are inappropriate for the classroom. Sample implementation plan This is an example of how this assessment can be implemented. It is a guide only — you may choose to use all, part, or none of the table. You may customise the table to suit your students and their school environment. Suggested time Student activity Teacher role Resources Section 1. A documentary production 40–80min Group work — brainstorming and developing ideas for documentary. Students consider prior class work to develop an appropriate title, exposition and style. Students consider what they will include in their observations, for example: Will they use archival material such as old videos or photos? Who they will interview? Will they interview themselves? Will they interview family members and or friends? Brainstorm ideas as a class. Students work in to refine their ideas and prepare a draft. Provide individual assistance to students to help develop ideas. Appendix D Glossary: Media vocabulary 3 x 40–80 min lessons (recommended over a number of lessons) Teacher introduces the class to design and planning options for documentary. Students write a proposal and treatment. Refer to the exposition — Why is this story important to you and your audience? Refer to the interviews and observations — How will these Provide individual assistance to students to help develop ideas. Check student work and provide feedback before they move on.
images and sounds effectively communicate your story? 40–80min Develop a shot list of the shots you plan to film in the order you will film them (see Student booklet). Read through and discuss Appendix B: Editing and filming tips for documentary production to help plan good shots. Check student work and provide feedback before they move on. Read through and explain Appendix B: Editing and filming tips for documentary production. You provide specific shot and sequences as examples. Appendix B Documentary sequence examples See Teacher resources 2 x 40–80 min lessons Filming observation and interview sequences. Set up camera and tripod for appropriate shot sizes (see Appendixes A and C). Organise props and subjects (students may wish to interview one of their class mates in the location sequence) as required. Go over set-up, safety and permission requirements for filming. Supervise students with equipment. Remind them of points in Appendixes. Appendix A: Composition/framing tips, Appendix C: Adapting this assessment — technology resources and Appendix D: Glossary: Media vocabulary Digital video cameras, tripods 40–80 min lesson Develop a log of rushes to document the footage filmed above and decide what shots will be useful for the editing process. Reinforce the importance of this production planning — it will make their editing process so much easier if they know in advance which shots to capture onto the computer for editing. Appendix B: Editing and filming tips for documentary production 5 x 40–80min lessons (time will depend on technology used; however, with good student planning will take less time) Edit your images and sounds together to create a completed documentary production. Regularly model specific editing techniques. Work with individual and groups of students to discuss editing ideas and options. Appendix B: Editing and filming tips for documentary production Digital video cameras, tripods, editing system Section 2. Reflecting and responding to your completed documentary production 4 x 40 min lessons Develop a justification for the distribution and exhibition of your documentary production. Read Section 2 of the Student booklet, giving suggested discussion points, showing and discussing an example from a selected See Teacher resources Marketing plan (Assessment-related resource)
documentary or sequence. Provide individual assistance to students as required. 5–10 min per student (including set-up and pack up time) Students read through and discuss their own justification, showing examples from their production and the associated process. Each presentation should go for a maximum of 5 minutes. Support students setting up camera and tripod. Assess students. Students who are not presenting may need to have other activities for set-up times. to Making Judgements Desk, chair, other props as planned by students Resources for the assessment Appendix A Composition/framing tips Appendix B Editing and filming tips for documentary production Appendix C Adapting this assessment — technology resources Appendix D Glossary: Media vocabulary During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. After students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments: Guide to making judgments Indicative A response Sample responses (where available). Making judgments about this assessment While the learning experiences throughout this assessment encourage group work and collaborative planning, the assessable components of this assessment are individual. Students may work with others to assist them in the set-up or filming of some of their observational or interview sequences (if they are filming themselves) but the student being assessed must be making the key creative decisions. Teachers are encouraged to observe and document this throughout the production process as well as consulting the student’s pre-production documentation. It is recommended that no more than 20% of the completed production incorporate archival footage or footage not shot by the student being assessed. For further information, refer to the resource Using a Guide to making judgments, available in the Resources section of the Assessment Bank website.
SHOT SIZES Most productions look better with a range of different shot sizes. Many filmmakers use these terms: LS — long shot VLS — very long shot MS — mid shot MLS — medium long shot CU — MCU — medium close-up ECU — extreme close-up BCU — big close-up