View Learning Outcomes | Learning Outcomes and Indicators

Curriculum Focus

Arts practice

Students experiment with different media elements to achieve their intentions and to find satisfactory solutions to production exercises; for example, using editing to change the pace or order of a sequence. Students are given opportunities to use a variety of types of media equipment. They make productions for themselves and for presentation to audiences.

Students publicise productions for different audiences or to serve particular purposes by preparing publicity campaigns; for example, electronic press kits. They learn to use media elements to achieve specific effects; for example, filming from a particular angle to suggest an idea or creating titles, credits and headlines with computer-generated fonts.

Students produce longer electronic sequences, more detailed layouts and more involved stories in different media forms. They develop skills in preparing for a media production by, for example, preparing scripts and operating equipment at different stages of the production process. They approach media production in a collaborative way at the different stages of pre-production, production, post-production and presentation.

Responding to the arts

Students talk and write about their responses to their own media presentations and those of others. Students learn how media elements can be used in different types of media texts in specific media forms to achieve particular effects, for example, how story and production elements such as character, settings, sound, costumes and actors make a media production more appealing.

Students distinguish between the contributions of organisations and specific individuals involved in making media productions, for example, designers, writers, announcers and special effects production staff. They learn about the processes involved in making media texts such as CD-ROMs, digital photography and FM radio broadcasts.

Students learn about media texts made at different times and in different societies. They identify features of media texts, such as words, images and sounds, that locate them in different times, places and cultures.

Students learn about how media technologies have varied over time and how technological innovation affects media production practices; for example, the creation of special effects by computer rather than model animation. They discuss the range and number of media productions and texts made, exhibited and distributed in the community.