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Elaboration (2) ACAMAR065

discussing the role of media artworks in sharing cultural information about a group of people and their spirituality and enhancing the value placed on people and environment

Elaboration (2) ACAMAM066

combining established genre conventions such as framing in still and moving image, sound in radio play or audiovisual artworks, and font size, shape and colour in print

Elaboration (2) ACAMAM067

discussing and documenting their choices of representation to strengthen meaning in their media artworks

Elaboration (2) ACAMAM068

exploring genres such as narrative, non-narrative, experimental and documentary and making a trailer in a similar style

Elaboration (2) ACAMAM069

Considering viewpoints – forms and elements: For example – What elements define a genre? How can I create mood and setting through images/sound/framing?

Elaboration (2) ACAMAM070

justifying their choices for distribution of media artworks for a particular audience

Elaboration (2) ACAMAR071

investigating use of character types in fictional representations in comedies to see how selected features allow for quick communication

Elaboration (2) ACAMAR072

analysing the role of media artworks and media artists in transmitting cultural information and creating awareness of contemporary issues, such as water quality

Elaboration (2) ACAMAM073

Considering viewpoints – forms and elements: For example – What genres and styles can I edit together to create a new genre or style?

Elaboration (2) ACAMAM074

Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?

trialling and refining different layouts, designs and platforms for a website or virtual world, keeping the content consistent with the expectations of the end user and with awareness of appropriate internet protocols

Elaboration (2) ACAMAM076

refining use of software to create the layout for a magazine and selecting which fonts, colours, titles, photographs and articles are to be used, depending on the magazine’s genre, style and audience

Elaboration (2) ACAMAR078

Considering viewpoints – evaluations: For example – How do the technical and symbolic elements in an artwork evoke a personal response? How can I change meaning through ‘culture jamming’?

Elaboration (2) ACAMAR079

research viral marketing campaigns and examine the social and ethical implications that arise in relation to choice of different platforms as drivers of distribution

Learning Area Achievement Standard Media Arts Years 3 and 4

By the end of Year 4, students describe and discuss similarities and differences between artworks they make and those to which they respond. They discuss how they and others organise the elements and processes in artworks. Students collaborate to plan …

Achievement Standard Media Arts Years 3 and 4

By the end of Year 4, students describe and discuss similarities and differences between media artworks they make and view. They discuss how and why they and others use images, sound and text to make and present media artworks. Students collaborate to …

Achievement Standard Media Arts Years 7 and 8

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 …

Achievement Standard Media Arts Years 9 and 10

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 …

Elaboration ACAMAM075

refining use of production skills by working collaboratively to ensure that work meets expectations, for example, fulfilling a brief developed by in-school clients

Elaboration (4) ACAMAR078

deconstructing film or television work that includes representation of Aboriginal and Torres Strait Islander Peoples

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Cross Curriculum Priorities