When designing learning activities for the School-assessed Task, teachers will refer to the Media production process in the cross-study specifications, the Areas of Study and Outcomes as listed in the Study Design.
Authentication of the Media production process
The Media production development in Unit 3: Outcome 2 and the Media production design completed in Unit 3 Outcome 3 should be connected. Research and experiments will lead to ideas in production design and pre-production documentation. Work done in production design and pre-production documentation can also lead to, add to or refine areas of further research and experiments.
Whilst work in production development and design can be done in any order and at the same time, no work in the media production should be commenced until the development and design has been submitted and approved by the teacher. Production can only commence in Unit 4.
The Media production process comprises many working documents and teachers need to determine how they will authenticate all student work. Once the production plan has been approved by the teacher, any changes to the Media production design should be documented on the Media production plan.
Copyright and artists' moral rights
The acknowledgement of inspiration and influences is an important aspect of the Media production process and students need to ensure that they reference accurately throughout. When using appropriated material in their production, students need to acknowledge the source of the material. Students must clearly indicate in their intention for their Media production that they will be using sourced or copyrighted material and justify their reasons for the use of this material. Students must seek copyright clearance for work they intend to place in the public domain. Information regarding copyright is provided annually in the Administrative advice for School-based Assessment under 'Authentication'. Further information regarding appropriate copyright clearance can be found on the VCAA webpage under the 'Season of Excellence'.
Use of Media technologies and resources
When planning their product, students should consider which technologies and resources are available to them. The student must be the key principal in the production process. Any use of experts or commercial industries should be fully explored in the opportunities and constraints section of their production design documenting how the student will be in control of the product and how authentication will be determined.
The Media production process can be documented in a digital or hard copy with visual consideration of practicalities and authentication.
Unit 3: Area of Study 2 - Media production development
This area of study forms the initial part of the Media production process. It documents exploration and investigation, experimentation, reflection and evaluation throughout the process. Media production development enables students to investigate a range of styles, genres and forms to develop their own distinctive style from different influences. Unit 3 Area of study 2 provides students opportunities to explore media technologies and processes related to their investigation and reflect on the development of their media product. Media production design articulates the context of the media product, including the intention, specific audience, the narrative and distribution of the product. It forms the basis of the planning of the creation of the media product, including representations, subject matter, characters, roles, tasks and timelines.
Exploration and investigation
As part of their exploration students should identify an idea, concept, ideology or theme, audience and media form they wish to examine for their Media production process. Students make links between their ideas and themes, and explore codes and conventions of media forms and document influences.
Students identify multiple influences from different media forms and the use of different media technologies. They record the codes and conventions that form the narratives, style and genre of these influences and how they are distributed, engaged, read and consumed by audiences. Students analyse aspects of these influences that may assist in developing their own individual style. They investigate technologies, equipment and materials in a range of media forms relevant to their selected media product and evaluate the capabilities of these resources.
Students use the Media production process and technologies in at least two experiments. Experiments should be short activities or exercises, not complete productions and focus on skill development. Students document the influences, the use of media codes and conventions, aesthetic and structural qualities, genre and style identified from the study of different media forms, to their own experiments. Students should consider in detail different technologies and processes, and how codes and conventions can be manipulated to communicate different meanings.
After each experiment, students should write a detailed evaluation, making note of:
- the intentions of these experiments and their relationship to influences, research and studied media forms
- the manipulation of codes and conventions and the relationship to the narrative, structure, style and genre
- the opportunities and constraints of all technologies or processes used
- how the individual style the student has used in the experiment has developed
- how specific audiences would be engaged when reading and consuming the codes and conventions, narrative, style and genre of the experiment.
These experiments may lead to further research to refine production skills or understanding of the narrative, style or genre.
Unit 3: Area of Study 3 - Media production design
Media production design forms the pre-production stage of the Media production process. It uses the Media production development from Area of Study 2 and is the working document used to create the Media production in Unit 4, Area of Study 1.
Intention, Narrative and Specified Audience statements
Intention, narrative, audience form the creative context for the Media production design. They create the rationale, outline the vision and its relationship with the specified audience, the style and the constraints of the Media production.
Intention Statement will include the purpose of the media product, a discussion of its main themes or ideologies, ideas or concepts and an exploration of the media form, including the style and genre.
Narrative Statement will include a short summary of how an audience will experience the media product. Examples include: a scene-by-scene description, description of photographic compositions, descriptions of sequences or how the layouts will be presented, arranged or ordered.
Specified Audience Statement will give a clear understanding of a proposed audience or audiences and has four parts: identification, engagement, and consumption, and reception. The Specified Audience Statement should include detailed audience research and referred to throughout the Media production process.
Students will describe how their media product will include their personal style. This section will be a culmination of their media production development. They discuss the influences, aesthetics and structural qualities, codes and conventions that have contributed to their Media production development , including references to the Specified Audience, Intention and Narrative Statements.
Opportunities and constraints
All media products are made within a context of the available resources. This section should show a clear understanding of the constraints but also the opportunities available to the student relevant to the media product. This includes an understanding of school and community values, access to shared equipment, technologies and materials, budget constraints, travel constraints and access to locations and props. Students and teachers should refer to the section on Safety and Wellbeing on Page 7 of the study design and consider the regulations regarding permission to film or record in public places. The content of media products is a school decision and students should consider the appropriate content for the school community and audience.
All media forms and types have different pre-production documentation. Students need to research the industry conventions of their chosen form and determine which documents and processes are appropriate and necessary for their chosen media product. Documentation needs to reflect all aspects of the media product and should invoke a clear and detailed indication of what the finished product will be.
Pre-production documentation has two main sections:
- Written and visual representations: these are detailed depictions of the finished product. Written and visual representations may include: treatment, script, storyboards, page layouts, blocking diagrams, image compositions, lighting diagrams, sequencing diagrams, interview questions, presentation layouts, mock-ups, screen design, graphic or character design.
- Roles, tasks and timelines: the planning documents required for the production and post-production stages of the Media production process. They may include: cast and crew lists, production schedules, shot lists, lighting plans, camera and lens details, time lists, call sheets, copyright clearance, location permissions, talent release forms or equipment/costume/prop checklists.
Unit 4: Area of Study 1 - Media production
As students complete their production and post-production. phases of their Media production process, teachers will need to help students be aware of the realities of media production, including completing productions outside of class time, the availability of equipment and resources and the protocols for the backing up of work. When collecting work for assessment, teachers should also consider how this may be safely and securely stored and backed up.
Teachers must authenticate student work throughout the Media production process using the Authentication Record Form and Student Feedback Forms in the VCAA School Assessment Administration Advice published annually in February. Students must prove they are the key principal in the production process through demonstrated documentation.
The completed media product should be consistent with the constraints of the media form and the Media production design set out in Unit 3: Area of Study 3, and the reflection and feedback processes outlined in Unit 4: Area of Study 1.
The Media production process is an iterative process and a working document and the final media products may change from the Pre-production documentation. All changes should reflect the original statements of intention, specified audience and narrative and be based on feedback. The Media production process may include annotations and production notes written in the production documentation in the Media production and post-production stages. These notes should be highlighted and dated. After the completion of Unit 3 and the submission of the Media production development and Media production design stages of the Media production process, teachers and students must store a backup copy of the original work. Details outlining the requirements for the backup and storage of student work are in the VCE Administrative Handbook published on the VCAA website annually.
To assist with the authentication of work and to track and encourage student learning, students must document their production and post-production phases. This documentation should provide ample evidence of student learning and work. Multiple stages of the production and post-production phases should be formally documented in the Media production process and backed up, including raw footage or photographs, rough cuts or drafts, and refined cuts or drafts. Other documentation could take the form of: behind the scenes photos, screen shots, re-shoot planning, continuity documentation, time lapse recording or a production journal. This evidence should be chronological in order and clearly explained linking to their planned intent and audience.
This stage forms part of the post-production of the Media production process and enables the student to gather evidence, resolve ideas, refine their product and apply their understanding of the specified audience. Feedback should be collected from multiple sources including: teacher, target audiences, wider audience, peers and acquaintances unfamiliar with the work. Feedback can be undertaken in the form of: surveys, focus groups, and interviews. Feedback should be documented clearly and dated in the Media production documentation.
This process is important in encouraging reflective practice. Reflective notes through the production and post-production phases of the Media production process are necessary. Students are encouraged to take notes on the feedback given, identifying ways of refining and resolving their work including changes to journal entries, and iterations after feedback.