Media Arts - Years 5-6

Title: Media Arts: Years 5-6

Ready-Ed Publications

© 2018 Ready-Ed Publications Printed in Australia Author: Lisa Craig Illustrator: Alison Mutton

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000.

Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”.

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2.

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3.

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4.

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Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 125 0 2

Contents

Teachers' Notes Curriculum Links

4 5

Section 1: Representation A Picture Is A Story Strike A Pose Taking A Family Photo Representation 1 Representation 2 Cultures And Societies 1 Cultures And Societies 2 My Game Character 1 My Game Character 2 Designing A Video Game 1 Designing A Video Game 2 Designing A Video Game 3

7 8 9 10 11 12 13 14 15 16 17 18

Section 2: Codes And Conventions Framing 1 Framing 2 Photo Assignment Power Relationships 1 Power Relationships 2 Framing A Relationship Communicating Character 1 Communicating Character 2 Genre 1 Genre 2 Film Poster Design Documentary Making Sound Recording Audio Camera Movement

20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Section 3: Audience And Purpose Photo Stories Creating Your Own Photo Story Infographics Me In Infographics The Art Of Interviews Interview Planning Template Podcast 1 Podcast 2 Horror Film 1 Horror Film 2 Opening Sequences Story Principles 1 Story Principles 2

36 37 38 39 40 41 42 43 44 45 46 47 48

Section 4: Layout Types Of Web Pages 50 Web Page Elements 51 Personal Web Page 52 Desktop Publishing 53

Section 5: Responsible Media Practices Seeking Permission 1 55 Seeking Permission 2 56 Seeking Permission 3 57 Answers

58-64

3

Teachers’ Notes What is Media Arts?

Media Arts is a new learning area in the Australian curriculum which asks students to make, view and respond to media artworks.

What are media artworks?

This book helps students to understand that media artworks come in many different forms. Media artworks might combine sound, image and text and might be created using a range of digital technologies. Media artworks might tell digital stories using traditional story-telling principles.

Media artworks have intended purposes and audiences.

What technologies might be used to create media artworks?

A broad range of technologies might be used to create media artworks.

This book encourages students to use and investigate technologies such as: cameras, iPads, tablets or PCs to make their own media artworks.

Do I need access to technology to teach Media Arts?

To teach Media Arts in the classroom and maximise your use of this BLM, it is recommended that your students do have access to a range of technologies, such as a class camera, and have a secure connection to the internet. However, students can still use the book without this.

What else do I need to know about this book?

This BLM includes a number of visuals (predominantly photographs) which students are asked to annotate, analyse or use as inspiration to create their own work. All visual images provided in this BLM can be viewed in colour and in greater detail at: www.readyed.net/media-arts-year-5-6/ Please Note: Type the link into your browser exactly as shown above. If you have difficulty locating the web pages, email info@readyed.com.au and we will send you the link in an email.

Thank you for purchasing this resource, I hope that you have fun teaching Media Arts.

4

Curriculum Links Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAR062) Elaborations • applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio • exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community • designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue • selecting combinations of media materials to represent the same person, location or idea in different ways, for example, using different music or sound effects to change the meaning of a story • considering viewpoints – forms and elements: for example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063) Elaborations • creating a short digital sequence that uses camera angles such as close-ups and medium close-ups to focus on character relationships, power or mood • identifying and applying the conventions and layout of web page design to engage and interact with a particular audience • editing a chase sequence, adding music to heighten the action and tension • considering viewpoints – forms and elements: for example – How can I change the meaning of a story by adding or changing a soundtrack to my images? How can I use framing to demonstrate a power relationship?

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) Elaborations • designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack • designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level • presenting their media artworks using internet-based technologies, including social media Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) Elaborations • identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks • researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family • 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 • considering viewpoints – societies and cultures: for example – How are values demonstrated in this media representation? Can we judge a culture from popular media images?

• describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks

5

Section 1:

Representation

6

A Picture Is A Story Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Photographs can represent people, animals and/or objects at a particular place and time. Photos tell stories. When you glance at a photo, you may not understand the whole story it is telling. To find out more, you have to look more closely at the photo.

1. First impressions – what can you see in this photo?

_____________________________________________________________________

_____________________________________________________________________

2. Use the prompts given to help you to annotate the story of this photo. Feel free to add your own observations. a. What does the girl's gaze tell you about how she is feeling?

b. What does the girl's body language tell you about what she might be thinking?

Picture 1

c. What does the girl's facial expression tell you?

d. To whom or what is your eye drawn to first?

Why?

e. What camera shot has been used? How does that affect how you view and respond to the image?

f. At what angle has the photo been taken? What is the effect of this?

3. Pair Up! Tell a partner the story within this picture. Did you notice different things or were your stories similar?

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAR062)

7

Strike A Pose Activity You have lots of different sides to your personality and appearance. The way that you are represented in an image can depend on where you are, who you’re with, what you’re doing, what you are wearing, how you’re feeling and even what the weather is like! _ Your task is to find or take two pictures of yourself (could be selfies). Choose/take photos that reveal your many-sided self. Paste the pictures in the space below.

Reflection 1. How does Photo 1 and Photo 2 represent you differently? Jot down your thoughts in the table.

Photo 1 In Photo 1, I’m …

8

Photo 2 In Photo 2, I’m …

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062)

Maths  Taking ?

A Family Photo Activity ď ą The invention of photographic film in the 1880s meant that families could record special moments in their lives to hand on to future generations.

Early cameras were expensive and developing film was a complicated process. Families usually used a professional photographer. It was a formal event in the early 20th century to have a photo portrait taken, so families dressed up in their best clothes.

Photographs were lovingly mounted in albums.

People noted the time, the place and the occasion next to photos. Do you have family photo albums at home?

Wikimedia

1. Brainstorm! how families today take, process and store photos.

Brainstorm

2. Complete the T-chart comparing how family photos were taken in the past with today’s digital photography.

Camera + Film

Digital photography

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family

9

Maths  ?

Representation 1

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

1. Study the two family photos below. Complete the table with your observations.

Photo 1 - Family 1900s

Photo 2 - Family present day

State Library of Queensland

Observations!

Aspects to consider

Photo 1

Photo 2

How is the family represented in the photo?

Where was the photo taken?

Describe the body language/ gestures of the people.

Describe the emotions of the participants in the photo.

How do you feel when you look at the photo?

Conclusion 2. How have family photos changed over time? Give a reason for your answer. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 10

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Researching and comparing historical and contemporary media representations and explaining how context influences the characters, stories and values portrayed in the media artworks; for example, comparing TV representations of family

Maths ?

Representation 2

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

 Digital photography lets you snap as many images as you like – saving or deleting as you please. It’s fun to apply vintage filters to digital photos to make them appear like photos from long ago. Some people think this editing process makes photos more realistic! Look at the examples below.

Original digital photo

Picture 1

Time machine filter 

Picture 2

Recolouring filter

Picture 3

1. Family Snaps! Take a digital photo of family members posing using a device of your choice. Duplicate your original. Use a filter available on your device to 'age' your copy. Paste the original and edited photo side-by-side in the space below.

2. Share your photos with a peer. Discuss the following: zz the effect you wanted to achieve with the filter you applied; zz how the filter made the original look older; zz what you like in the original and the “aged” photo (e.g. gaze of the participants, objects in the frame, colours, background, patterns, camera angle).

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062)

11

Maths  ? And Societies 1 Activity Cultures

Go to www.readyed.net/media-arts-year5-6/ to view the pictures online in colour and in more detail.

ď ą You can learn a great deal about your own culture and the cultures of other people through the study of photos and films.

1. Practise your interpretation skills of Australian culture using this image from Brisbane. Consider the points below before making notes in the table. zz Who and what are in the photo? What are they doing? zz How are people interacting with the objects in the photo? zz What is the setting for the photo? zz What moment in time does the camera capture?

Picture 1

My interpretation a. Subject of photo (what does the camera focus on?) b. How are people interacting with their environment? c. What would you learn about Australian culture from this photo?

12

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: 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

Maths ? And Societies 2 Activity Cultures

Go to www.readyed.net/media-arts-year5-6/ to view the pictures online in colour and in more detail.

 Below are three images. Picture 1 was taken in Thailand. Picture 2 was taken in Peru. Picture 3 was taken in Portugal. Complete the table to show what you think the images tell you about the cultures captured.

What I can see framed in the photo.

What this photo tells me about the culture.

Picture 1

Picture 2

Picture 3

 Discuss!

Can you judge a culture from popular media images?

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Considering viewpoints – societies and cultures: For example – How are values demonstrated in this media representation? Can we judge a culture from popular media images?

13

Maths  ? Character 1 Activity My Game ď ą In your small groups, select a game character to work with. Think about your selection carefully. Your teacher will need to approve your selection.

14

1

2

3

4

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue

Maths ? Character 2 My Game

Activity

Look at the game character that you have selected. Focus on: costume/clothing (colour of costume/clothing); gaze; body language; stance; facial expression; props/objects they carry or wear; male or female; age; possible strengths/ weaknesses.  Use your observations to help your group create the character’s personality.

Cut out and paste your game character in the space indicated below and complete the game character profile to share with the class.

About my character:

Paste character here

name of character: circle!

My character is good / evil my character is powerful / weak / vulnerable my character is a hero / villain / victim Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue

15

Maths ?

Designing A Video Game 1

Activity

 Over the next three pages, you are going to create a video game for your game character to star in. Consider the following things: zz What is the character’s role in the game? zz Who else is in the game? zz What is the setting for your game story? zz Who will play this game (intended audience)? zz What is the objective of the game? zz Is there a winner or a loser? zz Does the player receive points/prizes?

1. Make a Plan! Plan away with this graphic organiser.

Character's role

Setting of the game

Other characters' roles

My Game

Objective

2. Draw Draw the other characters in the game (freehand or with software).

16

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Designing and drawing a game character for a particular genre, considering the appropriate costume, mannerisms and typical dialogue

Maths ? A Video Game 2 Designing

Activity

You’ve designed your video game characters and thought about your storyline, now it’s time to navigate players through your video game by designing levels.

1. Choose a video game that you really enjoy playing. Think of three reasons to explain why you like this game. You could consider aspects like: interesting storyline (a quest; defeating a baddie; dirt poor to filthy rich, etc.); characters you can relate to; fabulous realms to explore, exciting soundtrack and complex puzzles to solve.

Audience and Purpose

Name of Game:_____________________________ Genre:_ _____________________ Reason 1

Reason 2

Reason 3

2. Here are some other aspects to consider when designing levels of progression through your video game. Make notes under each heading, giving details/ examples of challenges and rewards. Continue notes on the back of this sheet if necessary.

TARGET AUDIENCE FOR MY GAME

TYPES OF CHALLENGES

REWARDS

HOW I CAN MAKE THE NEXT LEVEL MORE CHALLENGING

(points, unlock new level, collect items, etc.)

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) ELABORATION: Designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level

17

Maths ? A Video Game 3 Designing

Activity

A good way to visualise how a player can progress from one level to the next is to storyboard your video game.  In the six frames below, guide a player from the start (Frame 1) through each level until he/she achieves the game’s objective (Frame 6). Describe the challenges the character/s will face and need to overcome. Indicate the types of rewards offered.

My game’s objective:_____________________________________________________

1

2

3

5

6

Notes:

4

18

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) ELABORATION: Designing a navigational plan for a game, using multiple levels and obstacles; for example, creating and designing problems to be solved in order to progress to a new level

Section 2:

Codes And Conventions

19

Maths ? 1 Framing

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

When you are framing a picture, you want to draw the viewer’s eye to a particular person or object (subject). Look at the techniques listed below that can be used to direct the the viewer’s attention/gaze. colour patterns

positioning

camera angle lighting

proportion

leading lines

sharpness of focus

camera shot

 After studying the example, annotate Picture 1 and Picture 2 choosing from the techniques above. Say how the techniques are used to direct your gaze - what do you look at - what do you ignore? Share your ideas with a partner.

Proportion: Gaze: Dog’s dog takes gaze makes an up a large emotional appeal proportion of to the viewer. the image.

Picture 1

Example

Setting: is plain and dark.

The dog stands out against this plain background.

Picture 2

20

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text(ACAMAR063)

Maths  ? 2 Framing

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

ď ą Annotate these pictures in the same way that you did in the activity on the previous page. Remember to think about: colour

positioning

camera angle

patterns

lighting

proportion

leading lines

sharpness of focus

camera shot

Picture 1

Picture 2

Picture 3

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text(ACAMAR063)

21

Maths  ?

Photo Assignment

Activity

1. Choose a subject to photograph Take four photos of one subject from your community with a device of your choice (iPad, digital camera, etc.). Experiment taking photos of the same subject using different camera angles to show different relationships between the camera (you) and the subject (i.e. Do you feel involved in the shot?; Do you feel excluded from the shot?; Do you feel like a participant or an onlooker?).

Remember to gain permission first if you would like to take a photo of a person.

2. Print! Print out the four photos and resize them to paste in the space below.

Reflection a. Which photo has the closest relationship between the camera and subject? How is this achieved? b. Have you taken a photo from an unusual angle? How would this make the viewer feel? (Look at Picture 1 on page 21). c. Which photo excludes the viewer from the subject?

22

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063)

Maths  Power ?

Relationships 1

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Images in the media can reflect what a society thinks and values. This can be achieved by representing people in a certain way. Advertisements, film posters and photos in print media can show changing power relationships over time. A power relationship is when different groups of people are able to interact with and have control (or more power) over others.

1. Study this fabulous film poster! It was designed for the not so scary horror film of the 1950s, 'Creature from the Black Lagoon'. Use the questions in the box to help you complete the T-graph below.

Questions

zz What is your eye immediately drawn to in the poster? Think about positioning, framing and camera shot used. zz What facial expression does the creature have? The woman? zz What body language does the creature have? The woman? zz Who is powerful in the poster? zz Who is vulnerable/weak in the poster? zz Who do you empathise with? zz Who do you reject in the poster?

How creature IS represented

How the female is represented

2. Sum up! What does this poster communicate about how women were represented in the 1950s? Share your ideas with the class.

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community

23

Maths Power ?

Relationships 2

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Media artworks represent power relationships through techniques. Look at the two annotated examples of media artworks that represent power relationships.

Text: Large font to communicate woman’s power/ ability.

Gaze: eyes look directly at the viewer showing woman is confident.

Example 1 (1942)

Proportion and positioning: woman takes up most of the image suggesting her dominance and is centred to imply she is important.

Body language: flexed muscles suggests woman is strong and powerful.

Background: girl’s shadow cast on boy and wall creates sense of threat.

Frames the boy.

Body language: boy with head bent. Arms across body for protection looks vulnerable.

Example 2

Positioning: girls Girls’ faces not positioned on either shown draws side of boy creates focus to boy feeling of entrapment. and his reaction Girls in foreground and detaches look larger. viewer from girls emotionally. .

Over to you

 Annotate to show how power relationships are framed in these images.

Picture 1

24

Picture 2

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community

Maths ? A Relationship Framing

Activity

 Produce a media artwork (e.g. poster, advertisement, film still, digital image with text) that represents a power relationship from your community.

In the work space below sketch a plan for your media artwork. Annotate it in a similar way to the images on page 24.

Remember the techniques: colour patterns

camera angle lighting

leading lines

positioning proportion

sharpness of focus

camera shot

 Present your work to the class and explain the techniques you used to communicate your point of view on the relationship.

Explore representations, characterisations and points of view of people in their community, including themselves, using 25 settings, ideas, story principles and genre conventions in images, sounds and text(ACAMAR062) ELABORATION: Exploring different power relationships and showing different perspectives on character by framing images, for example, representing a relationship from their school or community

Maths ?

Communicating Character 1

Activity

Go to www.readyed.net/media-artsyear-5-6/ to view the pictures online in colour and in more detail.

 You can shape your characters in digital storytelling with a number of interesting photographic techniques. This will influence how your audience relates to the characters. Check your camera’s settings to see which aperture and lighting options are available.

1. Depth of Field If the background is not that important to your story and you want to concentrate on the character’s emotions or appearance, then you could do two things: i) shoot closer to your subject or ii) lower the aperture on your camera. The lower the aperture (like f/2.8), the more blurred the background will be.

Picture 1

a. What does this shot make you focus on?

_ ______________________________________

_ ______________________________________

b. What technique is used to do this?

_ ______________________________________

2. Back-Lighting Picture 2

a. What do you notice about the light around the character?

_ ______________________________________

b. What effect does this create?

_ ______________________________________

c. When could you use a shot like this in storytelling?

_ _______________________________________________________________

_ ______________________________________ _ _______________________

3. Under-Lighting Picture 3

26

a. The light source here is behind the character. WHEN and WHY would you use a shot like this?

_ ________________________________________________

_ ________________________________________________

_ ________________________________________________

_ ________________________________________________

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks

Maths ?

Communicating Character 2

Activity

Go to www.readyed.net/media-artsyear-5-6/ to view the pictures online in colour and in more detail.

Selective Colouring 4. Selective Selective colouring is used to draw your audience’s attention to a certain aspect of a character or object in a frame. This is can done with a shot that’s been converted to black and white using a photo-editing app or software. You select the aspect to add or change colour.

a. Look online at this image; the gumboots are pink.

How does adding colour to the gumboots affect the storyline? _ ____________________________________________ _ ____________________________________________ _ ____________________________________________ b. What might be the effect if you converted a single person/object to black and white in a coloured group shot? _ ____________________________________________ _ ____________________________________________ _ ____________________________________________

Picture 4

Editing Effects Selective 5. Photo Manipulate your pictures by adding fantasy elements with photo-editing effects. Look at how the original photo has been transformed.

Original

Motion blur

Art work

Negative

RR Choose one of the photo effects and discuss with a partner how this (or others you use) could be applied to create meaning in a digital story.

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks

27

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Maths ? Activity Genre 1

Film and television productions have genres or categories. Some of these genres are: fantasy western science-fiction drama mystery adventure horror comedy musical animation historical-drama war

romance action

You can quickly recognise a film and television genre by noting: zz the actors’ costumes; make-up and body language zz the setting of the action, the props and background scenery

zz the dialogue (technical vocabulary, characters singing, etc.) zz the musical score or background music

 Identify the genres of the following films/TV shows by examining the still photographs. Think about the points listed above.

Picture 1

Film/TV stills

1

Picture 2

2

Picture 3

3

Picture 4

4

28

Genre/Evidence

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Maths ? Activity Genre 2

A genre usually has a set of 'rules' it follows called its codes (how the camera and lighting tell a story) and conventions (what you would expect to see and hear).

1. What would you expect to see and hear in the following film genres?

Fill in the conventions of each category using bullet points. An example has been done for you. Next, form small groups to pool ideas to add to your lists.

Film genre

Adventure

Conventions (what I expect to see and hear)

A

The Lost Land

Science-Fiction

• hero faces series of challenges • mythical creatures and civilizations lost in time

B

ARRIVAL C

Fantasy

Upon A time 2. Choose one of the screen shots above. What sounds (diegetic and non-diegetic) might you hear in this scene?

Genre

Diegetic sound

Non-diegetic sound

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Identifying story structures or particular technical or symbolic elements, such as shot type, sound quality, lighting or setting, that contribute to formation of genre in media artworks

29

Maths  ?

Film Poster Design

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Film posters combine images and text to advertise upcoming films. They follow codes and conventions to capture the attention of potential viewers.

1. What information does this poster give you about the movie Summer Daze?

Annotate the poster noting visual and text features that communicate information to the audience about the film. An example has been done for you.

genre of film

2. Use your preferred search engine to find a promotional poster advertising your favourite film. Which text and image features does it share with the poster in Question 1? How is it different? Record your response in the table below.

Name of film poster:____________________________________________________ Similar features

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Different features

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Maths  ?

Documentary Making

Activity

A documentary records an actual event using pictures, sound and text. A documentary’s story can be told from the perspective of one person or involve various people. Below are some of the codes and conventions of documentaries. narrative voice over

hand-held camera

re-enactments

news-reel footage

lighting

historical still images

close up and extreme close up shots

tracking and panning shots

music and sound effects

written text/captions

eye-witness and expert interviews

statistics

1. Identify two differences between a documentary and a fictional film.

1

2

2. Documentaries record real events and how people feel about them. What are some documentaries you have seen?

_ _________________________________________________________________

_ _________________________________________________________________

3. What are some real events that might be the topic of a documentary?

_ _________________________________________________________________

_ _________________________________________________________________

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

31

Maths Sound?

Activity

Sound in media art productions has four categories: DIEGETIC SOUND

NON-DIEGETIC SOUND

Sounds that are on-screen, e.g.

Sound that is off-screen, e.g. narrator’s characters’ voices, sounds made by objects voice, mood music, etc. in the story. sound effects

Sounds that are artificially added to enhance a scene, e.g. sound of a villain being punched.

score

A musical soundtrack to accompany images, e.g. popular songs or specially composed music to accompany story.

1. Make Notes Read the script notes for digital production scenes. Under each one, make notes on how you would incorporate sound to stir the audience’s emotions and enhance the dramatic effect of the scenes. You do not have to add all categories of sound.

Scene: Child opening gift-wrapped box.

Scene: Woman in bed opens her eyes. Clock at bedside reads 6.30am.

Diegetic:

Diegetic:

Non-diegetic:

Non-Diegetic:

Sound effects:

Sound Effects:

Score:

Score:

2. Discuss How did other peers shape their scene differently through the addition of sound? How did different sounds influence or change the story?

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Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Maths ? Audio Recording

Activity

Digital stories bring images to life with the addition of audio. Sound puts your imagination into gear and invites you to participate more actively in the story.

It’s important that the audio matches the quality of your presentation. There are literally hundreds of audio recording and editing apps you can download and install on your iPhone, iPad, laptop or PC. These programs enable you to:

record a narration adjust the volume so that it remains at a constant level add background music / sound effects reduce unwanted noises

 Be An Audio Troubleshooter Find solutions to share with the class for these common hiccups when recording audio. Complete the boxes with your own experience and research using your preferred search engine.

1

Popping Sounds

Problem: Child holding iPad too close when speaking.

2

Microphone Squeal

Problem: Feedback squeal.

Solution:_________________________________________ Solution:_________________________________________

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________

3

Unwanted Noises

Problem: Child interviewing a person while dog barking nearby.

4

Audio Volume Varies In Narration

Problem: Children straining to hear audio in podcast.

Solution:_________________________________________ Solution:_________________________________________

___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ ___________________________________________________ Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

33

Maths ? Movement Camera

Activity

To add excitement to your media art productions, you could combine static and moving images. It’s easy to capture movement on your digital devices and your audience will be dazzled by the result!  Look at the following camera movements. Describe the effect that these camera movements (1 - 3) will have on the viewer of these scenes.

Camera Movement

PAN

Technique & Effect

Stand still and carefully move the camera from left to right across the scene. The camera can be hand-held or placed on a tripod. The trick is to relax and keep the camera steady.

Effect:__________________________________________________

_________________________________________________________ E.g. Focus on boy. Camera pans to penguins.

TILT

_________________________________________________________ Instead of moving the camera horizontally, it is tilted slowly upwards or downwards. The camera can be held steadily or mounted on a tripod.

Effect:__________________________________________________

_________________________________________________________

E.g. Camera is tilted vertically to move between the man's plate and him eating.

ZOOM

+

Most cameras have built-in zoom features that you can enable/disable by double tapping on the device’s screen or by pressing the W and T buttons on digital cameras.

-

E.g. Children sitting happily eating lunch.

Camera zooms out to show child excluded from the group sitting alone.

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_________________________________________________________

Effect:__________________________________________________

_________________________________________________________ _________________________________________________________

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063)

Section 3:

Audience And Purpose

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Activity Maths ?

Photo Stories Photo stories showcase your knowledge of a particular subject in a fun, digitally savvy way. Adding striking effects, soundtracks and your own narration, allows a photo story to present your point of view in an engaging way to others.

1. Work In Pairs! Pair up and study the opening slides of this photo story entitled, Adapting to Life in the Australian Desert.

Slide 1

Slide 2

Burrowing Frog

Voice over: Listen carefully. What can you hear? (5 seconds silence). Nothing right? If animals hadn’t developed amazing adaptations to survive in this dry environment, Australian deserts would be very, very quiet places.

Audio: Screeching black cockatoos (fade).

White-lipped Frog

Voice over: How does the burrowing frog live in the desert? Compare its feet to the tree frog. Its feet are built for digging holes to get out of the blazing heat. Also, its brown, spotty skin camouflages it from hungry hawks.

Audio: Burrowing frog’s call (fade).

2. Evaluate After studying the opening slides of this photo story with your partner, write brief notes under the headings in the table.

What part of Slide 1 do you think is engaging?

What could you add or What part of Slide 2 do you change to Slide 1 to make it think is engaging? more engaging?

What could you add or What is the intended change to Slide 1 to make it purpose of the Slides so far? more engaging?

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Who do you think the intended audience is?

Consider the language used.

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063)

Maths Create ?Your Own Photo Story

Activity

Photo stories, whether they are telling the story of someone’s family history, or the story of the local skate ramp are all learning stories. Photo stories can be created on a variety of devices with programs and apps such as Photostory 3, ffDiaporama, Replay or Steller that are freely available online. The key to an amazing photo story is your imagination and thoughtful planning!  Use this template to start organising your own photo story.

The BIG idea:

Audience:

Purpose:

Images:

Audio & sounds:

How many slides?

Opening sequence – the hook:

Devices/programs/apps I need:

Permissions I may need to ask for:

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

37

Maths ?

Infographics

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

It is often said that 'a good infographic is worth a thousand words'. So what are infographic? Infographic stands for information + graphics. It generally has the following features: zz complex data that is easily understood at a glance zz easy-to-read graphics that tell a “story” zz information presented in a memorable way through images, icons, symbols, colour and fonts zz vheme (visual + theme) – an infographic focuses on a theme/issue explored through comparison, process, timeline, report, etc.  Study the example of an infographic below created for a Year 4 class.

Is this a 'good' infographic for its intended audience? Evaluate it according to the four bullet-pointed features in the explanation. Write your comments in the appropriate boxes.

Data can be easily understood:

Easy to read graphics:

Presents information in a memorable way:

Focuses on a theme:

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Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Activity Maths ?

Me In Infographics What better way to tell others about your story than present it in awesome infographics? You don’t have to limit yourself to the usual biographical details, but intrigue family, friends and teachers with fascinating things they didn’t know.

There are several free infographic makers online offering templates in different layouts. All you have to do is choose, change and customise. You can use the icons and images available on the sites or you can upload your own.  Create your personal infographic; resize it if necessary and print out a copy. Glue it in the space below. Explain to a partner the choices you made when combining information and graphics to tell your story.

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

39

Maths  ? Of Interviews The Art

Activity

Chances are you have seen an interview with your favourite sports star or celebrity and you might have been interviewed yourself. Interviews invite people to tell their stories in a powerful and direct way to an audience. Let’s look at the art of interviews.

STEP 1: Pair up! View examples of short interviews online.

STEP 2: Choose an interview that you enjoyed and fill in the details below.

Interview with:_ ___________________________ by:_ ___________________

STEP 3:

Jot down the features of the interview you enjoyed under the headings in the table below.

Purpose of interview

Sound/music used

Setting: (formal/informal)

Background (symbols, etc.)

Camera angles/lighting

Interview questions

Use of text to add details

Interview answers

Emotional reaction interview draws from viewer

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Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Maths ? Planning Template Interview

Activity

Interviews can take place in formal or informal settings and be recorded with various digital devices. How you record your interview and edit it will influence the message you send to your audience.

Remember: An interviewer’s role is to present the opinion/point of view of the interviewee clearly to the audience. It is not ideal to bombard the interviewee with questions. Everyone has a great story to tell if you let them!  Interview a member in your community. Explain the purpose of your interview, but don’t over-rehearse the questions! Plan your interview using this template.

WHO I WILL INTERVIEW:

HOW I WILL RECORD THE INTERVIEW (video camera, voice recorder, iPad, etc.)

PURPOSE OF INTERVIEW:

Whose help do I need to record/edit film?

INTENDED AUDIENCE:

settings:

HOW I WILL SHOW/PRESENT MY INTERVIEW:

THREE COMPELLING QUESTIONS TO ASK TO SUPPORT MY INTERVIEW’S PURPOSE Question 1:

Question 2:

Question 3:

Background:

AUDIO/SOUNDS:

lighting:

extra images:

camera angles:

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063)

41

Maths Podcast? 1

Activity

A podcast is a digital audio file that can be downloaded from the internet to a media player or computer. Popular podcasts include: music, news, serials and talk show programmes.

Podcasts can also include video and these are called vodcasts.

1. Read this plan for a short podcast. i. ii.

Opening: Podcast’s signature jingle.

Introductory monologue: Welcome listeners. Announce main podcast topic: the changes to menu in tuck-shop being introduced this week. iii. Segway: Sound effect of cheering/stampede of feet. iv. Topic 1: Introduce guest (School Principal). Discuss changes to tuck-shop options (3 minutes). v. Voice segway: “While we have our Principal with us, let’s take the opportunity to talk about this term’s Robotics Challenge." vi. Topic 2: (about 3 minutes). vii. Wrap up: Thank audience, guest. Remind audience to subscribe to podcast.

Mention topics for next week’s podcast. viii. Close: Signature jingle.

2. Answer these questions. i. Who would be the audience for this podcast?_ ____________________________ ii. What is the purpose of this podcast?_____________________________________ _ ___________________________________________________________________ 3. Complete this glossary of terms associated with podcasting using your preferred search engine.

1

MP3 file

2

RSS feed

3

Media hosting

42

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064)

Maths  Podcast? 2

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Activity

1. Work with a partner. Discuss who would be the target audience for each podcast below. Write your answers in the space provided.

A.

B.

C.

D.

2. Plan a podcast with a friend. Complete this table with notes under the headings.

Possible topics for podcast:

Audience/purpose:

How I will upload the postcast:

3. Create your podcast using Wordpress or Spreaker Studio.

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063)

43

Maths ? Film 1 Horror

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

Who would think a simple everyday event like taking a packed lunch to school could turn into a B-grade horror film? Try completing this horror storyline. Give it a truly funny ending by drawing on your technical knowledge of the genre.  You can sketch the shots or use a storyboard generator available online. If you sketch the shots, use the template on the next page.

Shot #:

1

Type of Shot:

LS

Radio is playing music softly in background. Boy comes into kitchen and opens fridge door. Father greets son (off-screen).

Shot #:

3

Type of Shot:

CU

Camera zooms in and out (2 times) on lunchbox on bench, accompanied by jarring score to startle viewer.

44

Shot #:

2

Type of Shot:

LS

Boy takes bite out of apple and prepares to leave kitchen. Father informs son (off -screen) that he’s made his packed lunch for school.

Shot #:

4

Type of Shot:

MS

Cut to boy dramatically on knees whispering. Camera moves in from MS to CU on face. Fade out with Monster Mash song playing loudly on radio.

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) ELABORATION: Presenting their media artworks using internet-based technologies, including social media

Maths  ? Film 2 Horror

Activity

Shot #:

Type of Shot:

Shot #:

Type of Shot:

Shot #:

Type of Shot:

Shot #:

Type of Shot:

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAR062) ELABORATIONS: Applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio

45

Maths ? Sequences Opening

Activity

Go to www.readyed.net/media-arts-year-5-6/ to view the pictures online in colour and in more detail.

To grab a viewer’s attention in the opening sequence of a digital story, storytellers experiment with camera angles, sound and transitions for different purposes. For example, storytellers might use techniques to intrigue, amuse, shock, scare or stir emotions. Look at the opening shots and director’s notes from a film storyboard below.

Storyboard 1

Storyboard 2

Storyboard 3

Director's notes

Director's notes

Director's notes

Establishing shot of night sky with glowing full moon, twinkling stars. Gentle classical music fades in.

Jump cut to full frame side view of plane making way across sky. Rhythmic sound of plane’s turbines.

Dissolve to key frame. Rear of plane changing course. Two silhouette parachutists drifting away to heavy rock beat.

1. How does this opening sequence (of three scenes) invite the viewer to keep watching?

_____________________________________________________________________

_____________________________________________________________________

2. What do you think is the purpose of this opening sequence?

_____________________________________________________________________

3. Who would the target audience be for this film?_ ____________________________ 4. Make brief comments on the following: Scene transitions

Camera angles

5. How could using different mood music alter the opening sequence? Give examples.

_____________________________________________________________________

_____________________________________________________________________

46

Explore representations, characterisations and points of view of people in their community, including themselves, using settings, ideas, story principles and genre conventions in images, sounds and text (ACAMAR062) ELABORATION: Applying the conventions of an established genre to an ordinary everyday event to create humour, for example, a visit to the library as an action movie or lunch as a sports commentary on the radio

Maths ?

Story Principles 1

Activity

Traditional storylines usually follow a chronological sequence – beginning, middle and end. Imagine telling a story in reverse or experimenting with the chronological order to include flashbacks. The audience will be caught off-guard, wondering where the narrative will lead them next.  Study the images below. Cut out the images and experiment with their sequence for a short film. How does the scene transitions influence the narrative?

Glue your preferred version in the frames provided on the following page.

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) ELABORATION: Designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack

47

Maths  ?

Story Principles 2

Activity

1

2

3

4

5

6

Questions

1. What was your purpose in putting the images in this sequence?

_____________________________________________________________________

2. What reaction do you want your audience to have?___________________________ 3. Look at a peer’s narrative sequence that is different to yours. How have the changed scene transitions turned his/her sequence into a new storyline?

_____________________________________________________________________

_____________________________________________________________________

48

Plan, produce and present media artworks for specific audiences and purposes using responsible media practice (ACAMAM064) ELABORATION: Designing a storyboard that reflects a key scene in a sequence; for example, an opening scene of a film that shows the important camera angles, transitions, edits, voice and soundtrack

Section 4:

Layout

49

Maths  ? Web Pages Types Of

Activity

The layout of a web page is influenced by its audience and purpose. There are basically five types of web pages: news, informational, advocacy, business and personal. Web pages can also be combinations of these different types.

1. Match each type of web page and its general URL address (www.address) to its purpose by drawing connecting lines.

NEWS .com

To present factual, reliable information in the form of research and reports. Web page cites sources of information.

INFORMATIONAL .gov or .edu

To create a forum to explore an individual’s interests and needs.

ADVOCACY .org

To publicise and sell the goods and services of commercial enterprises.

BUSINESS/MARKETING .com

To provide up-to-date information on current events and issues.

PERSONAL

To promote the work of an organisation and persuade public opinion.

often has a tilde (~) in address

2. Compare a news and an informational web page. Identify from the web page layouts, three elements a news and informational page have in common and three elements that are different. Complete the T-chart below with your observations.

Common Elements

50

Different Elements

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063) ELABORATION: Identifying and applying the conventions and layout of web page design to engage and interact with a particular audience

Maths  ? Elements Activity Web Page Web pages may differ in purpose and content, but the layouts of web pages have many common elements. Study this mock-up template for constructing a web page. ď ą Compare its layout with other web pages you are familiar with. How do web pages interact with users and engage their interest? Make notes on the template.

Search Box Banner or Header

Home

News Local National

Gallery

Local Navigation

Main Content Column

Box 1

Box 2

About

Contact

Social Media List

Box 3

Widget

Banner Advertisements

Footer

contact information, copyright, etc.

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063) ELABORATION: Identifying and applying the conventions and layout of web page design to engage and interact with a particular audience

51

Maths  ? Web Page Activity Personal ď ą Look at this screenshot of a personal web page with a partner. Work together to identify its different elements and annotate them on the page.

52

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063) ELABORATION: Identifying and applying the conventions and layout of web page design to engage and interact with a particular audience

Maths  ? Publishing Activity Desktop You will need software to complete this activity. You might already have software downloaded on your computer or you might have to install some. Try: Word; Cloud Designer; Adobe InDesign; QuarkXPress; Printshop or MS Publisher.

There are also many free downloadable web page templates available on the internet. ď ą Create a front page for a personal web page that showcases your interest in a topic (community diversity, family history, health and fitness, etc.) You will need to use appropriate software to apply the layout conventions of a web page.

Before you begin, plan your personal web page layout using a pencil, ruler and eraser. Remember the example on the previous page.

Develop skills with media technologies to shape space, time, movement and lighting within images, sounds and text (ACAMAR063) ELABORATION: Identifying and applying the conventions and layout of web page design to engage and interact with a particular audience

53

Section 5:

Responsible Media Practices

54

Maths Seeking? Permission 1

Activity

With technology at your fingertips, it’s fun to produce media works that may include the creative efforts of others. Therefore, it’s essential to check usage rights for text, images and sound if you intend to publish your creations for a wider audience.  Study and respond to the scenarios below.

Scenario 1 You have produced a slideshow for a class project about the indigenous leader, William Barak. You included the full-text of this poem about him you found in a newspaper. It was written by a person under the pen name, “Sylva.”

1. Can you use it?

________________________________________

________________________________________

2. How do you know?

________________________________________

________________________________________ Source: NLA Trove - Sydney Morning

________________________________________ Herald, 1930. Public domain.

Scenario 2 A friend posted this photo on Instagram during a recent holiday. You’d like to use the photo as the background for a poster advertising a film festival.

Posters will be put up around the school and in the local area.

1. Can you make this decision? Why/Why not?

________________________________________

________________________________________

________________________________________

________________________________________

________________________________________

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks

55

Maths Seeking? Permission 2

Activity

With technology at your fingertips, it’s fun to produce media works that may include the creative efforts of others. Therefore, it’s essential to check usage rights for text, images and sound if you intend to publish your creations for a wider audience.  Study and respond to the scenarios below.

Scenario 1 You have decided to make a compilation video with your own photos and videos of all the funny things your dog and cat get up to. You’ve added a text narration and used the song, Thunder by Imagine Dragons as a soundtrack. You’ve uploaded your video to share on a social media site.

1. Should you expect any problems with this upload? Why/Why not?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Scenario 2 You have been asked to produce a recommended reading list for Year 5. This will require you to download thumbnail images of book covers and write brief reviews. The reading list will be uploaded to the school’s website.

1. Do you need to ask permission to use the thumbnail images of the book covers? Give a reason for your answer.

________________________________________

________________________________________

________________________________________

56

Not just a girls’ book, but a fun read for all. Vega out-geeks the geeks and her brother Kell is determined to find out how.



Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks

Maths Seeking? Permission 3

Activity

You recently enjoyed an art lesson learning dot painting techniques with an indigenous artist from your local community. You have been asked to write a report about this experience that will be uploaded to the school’s intranet.

You would like to include in the report a scanned image of a dot painting by your indigenous guest. Before posting the report on the website, you must gain permission from the artist to use the scanned image.  Draft a letter to the artist seeking permission. A good place to start is to ask your teacher to show you some examples of letters seeking permission for using copyrighted material.

Explain how the elements of media arts and story principles communicate meaning by comparing media artworks from different social, cultural and historical contexts, including Aboriginal and Torres Strait Islander media artworks (ACAMAR065) ELABORATION: Describing protocols about acceptable and unacceptable use of borrowed material in making and publishing media artworks

57

Answers

58

p.7 a. The girl is gazing adoringly at the dolls in the display window indicating that she wishes she could purchase one. b. Her head is tilted to suggest that she is admiring the dolls and thinks they would be a lovely purchase. c. Her facial expression shows slight happiness and longing for the items. d. Our eye is torn between the girl and the dolls – neither is centred. Flicking between the two means we understand that the image is about the relationship between the two. e. The mid camera shot allows the viewer to see the reflected image of another woman walking into the arcade; it separates the girl from the dolls, but we doubt that this woman will be a distraction. It also allows the dolls and the girl to be captured/ included in the scene. f. Eye level shot encourages the viewer to step into the girl’s shoes and feel her desire to purchase a doll. p.9 1. Ideas could include: families record moments with a variety of devices according to the occasion; occasions like weddings, graduations and birthdays can be filmed to be enjoyed for many years; recent photos are usually stored on phones/PCs; collections of photos can be stored digitally or in photo albums; formal portraits could still be taken by professional photographers (like school photos).

2. Camera + Film: more costly process to develop; professional photographer employed; more formal settings and clothes. Digital photography: moments can be captured more spontaneously; poor quality snaps can be deleted easily; can share photos on social media quickly; can edit photos with devices. p.10 1. Photo 1 • formal setting - clothes, posture

• on house verandah • sitting up straight; same pose • serious, not smiling, • no interaction Photo 2 • casual setting – clothes, posture • in bedroom • relaxed pose; spontaneous • enjoying the moment, tender 2. Family portraits have become less formal and more spontaneous over time due to the increased opportunities to take photos and more flexible devices. p.11 2. Photos can be aged according to different time periods in the history of photography and the technology available at the time. For extension, students can explore with a single photo, the advances in processing over time and present as a timeline. p.12 Suggested answers: a) crowd (mostly Australians) enjoying an urban beach framed by palm trees b) it is almost as if the people were at the actual seaside swimming; bathing and playing c) Australians love the beach; real or constructed in an urban setting, they love the outdoors and the water and like to spend their leisure time in this setting. p.13 Picture 1: elderly woman canoeing on river selling her goods; rivers in Thailand could be a way to transport goods to consumers, markets Picture 2: woman walking with sheep near lake; the woman uses a shawl to carry things on her walk; in this area of Peru, women wear traditional dress (hat), the sheep behaves like a pet Picture 3: tram in a city street; in Portugal the streets 59

are cobbled and narrow, trams could be a convenient way to be transported around the city; houses are built close to the roadside Discuss! Popular media images can stereotype certain cultures – there are many different facets to one culture. p.20 Picture 1: The low angle camera shot directs the viewer’s eye to the brightly patterned ceiling of the tunnel leading to the palace, the arch frames the image and leads the viewer to the palace in the background.

Picture 2: Attention is focused on woman dressed in purple as she is centred in the frame and is in sharper focus than the people in the background – this means a depth of field shot has been used; the camera is drawn to her smile and the motion of golden powder being thrown behind her; the vibrant colours of the people and festival appeal to the eye. p.21 Picture 1: Bird’s eye view angle draws attention to the black and red checkerboard; bald men equally frame the checkerboard – neither one is privileged; patterned checkerboard contrasts with blue table and floor so our eye is drawn to it. We are positioned as a neutral observer of the game.

Picture 2: Silver teapot is the focus of photo (centred, framed by roses in vase, woman’s hands); eye-level shot shows how we would expect to see a teapot in use – pouring tea; motion of tea flowing into cup gives the feeling of moment happening now.

Picture 3.

The photo can be divided into thirds; sky, ocean and beach. The horizontal line of human-made coloured beach huts contrasts with the blue and white tones 60

of the natural elements. This panoramic shot gives the viewer a detailed idea of the relationship between the natural and built environment. p.22 Student’s reflections should include descriptions of camera angles to achieve a particular effect. p.23 1. Creature: as the villain/antagonist/ sinister/powerful; menacing claws; large head; glaring eyes; red mouth (alien features); dominating woman by lifting her. Female: as vulnerable/powerless/ victim; dressed in white swimming costume (pure, innocent); terrified expression; overpowered by creature.

2. Women were depicted in this film genre as being powerless; in need of protection from evil forces or monsters. p.24 Picture 1: The gaze of the woman in the foreground is away from camera to suggest a sense of hopelessness; her lighter coloured dress suggests innocence; the inclusion of the door frame suggests woman is trapped.

The woman dressed in black’s posture and proximity behind the other woman is threatening; her unsmiling gaze is fixed on the frozen woman, adding to the sense of menace.

Picture 2: The viewer focuses on the male first because he is positioned closer to the viewer (foreground). He holds the paper upright to read, suggesting he is in charge of the situation; the female has her eyes downcast and is writing in response to what the male is reading – she is in the background which suggests she has less power; is being taught or instructed. There is a noticeable space between them that reinforces the power relationship.

p.26 Picture 1: a) The cat’s face. b) The background (and even the cat’s body) has been blurred using a low aperture to highlight the cat’s face.

Picture 2: a) If you look at the detailed photo online, you will detect a warm light glow around the boy’s head. b) The subject of the photo is framed by the light so will draw the viewer’s attention; an otherworldly effect. c) Could be used to suggest a happy ending; depict a character as heroic/ significant.

Picture 3: a) Under-lighting can create scary faces coming out of the dark shadows. You could use this type of lighting to portray a character as the antagonist/sinister; suggest a horror genre. p.27 Picture 4: a) The selective colouring of the pink gumboots make them stand out. The viewer focuses on them. It is suggested that the gumboots are special; precious; rare or maybe magical. b) By de-colouring a person or object in a group, it would imply isolation, not belonging or fading away from the group. p.28 Picture 1: Historical comedy: costumes from another era (Elizabethan), make-up, comic expressions.

Picture 2: Musical: synchronised dancing and singing, Bollywood costumes.

Picture 3: Western: gunslingers, wild west street scene, sheriff and lawmen gearing up for a gunfight.

Picture 4: Science-fiction: alien planet setting, futuristic soldiers and weapons, alien creature.

p.29 1. Adventure: face-off with hostile creatures, lost tribes, life and death suspenseful moments, musical score that ranges from light-hearted music to suspense or terror.

2. Science-fiction: eerie space-themed music, encounters with aliens, characters fleeing from aliens to alert the authorities or being captured, aliens being defeated by a crazy scientist’s idea, explosions and weapons firing.

3. Fantasy: medieval music, castles, fantasy realms populated with mythical creatures, evil sorcerer, magical potions and spells, underdog hero to defeat evil doers, sword fights. p.30 1. Annotations could include: film title in large letters in centre of poster, pun (word play on 'Biting' connected to mosquitoes), main actors’ names in capital letters on top of poster, another hit film of director mentioned, cinema rating (general exhibition) so we know it is suitable for children, release date for exhibition, beach scene giving hint of film setting, annoying mosquitoes hinting at troubles to come.

2. Student’s response based on choice of poster. p.31 1. Difference 1: Features limited to a documentary film and not likely to feature in a film include: re-enactments, news-reel footage, eye-witness/expert interviews.

Difference 2: Documentaries are non-fiction; film’s are fiction.

3. Possible answers: historic event, a person’s role in an important event, an inquiry into a problem of public interest, an inspiring life story, educational film p.32 1. Child and gift: diegetic - child’s excited comments, sound of paper being ripped 61

off box; non-diegetic – sound of something rattling/moving in box, voices off- screen urging child to hurry up and open the box; sound effects – clock chiming, heart pounding; score – music building up tension before gift is revealed. Woman waking up: diegetic – clock ticking over time, woman snoring, yawning; nondiegetic – birds singing, doors banging in house, water running, voices in other part of house; sound-effects: alarm going off, music coming on radio-clock alarm, car motors revving up; score: fast-paced, frantic music because woman needs to get up quickly.

2. Students to explore versions that are very different to ones outlined in (Q1) because of added, enhanced sounds. p.33 1. Popping sounds: check your microphone for a pop filter (can edit plosives with programmes such as Audacity), get close, but not too close to a directional microphone when recording 2. Microphone squeal: check speaker input isn’t feeding into microphone, turn off the microphone when you’re not using it 3. Unwanted noises: to reduce unwanted background noise, check space for fans or other devices running and turn them off, record interviews in a quiet room with closed windows, use free download noise reduction software to edit your recording 4. Audio variations: check placement of microphone, use audio-leveller software to adjust sound levels from one speaker to the next p.34 PAN: the camera moves across the scene so the viewer can see what the people are excited about (penguins emerging from ocean onto beach) TILT: this tilt shot focusses first on man’s very full dinner plate, then tilts upwards to explain the reason for filling up the plate 62

with so much food ZOOM: camera is moving away from the action (children chatting) to zoom out to highlight isolated child distanced from the group p.36 2. Student’s own response to the slides. The intention in Slides 1 and 2 is to introduce the amazing adaptations of organisms that make life possible in a desert habitat. The intended audience is a Year 5 Science class, but students may identify other audiences (conservation group). p.38 Suggested answers: Data can be easily understood = important information in larger font, infograph divided into three parts to show benefits in different domains: calorific value, daily vitamin requirements, what nutrients are beneficial for Easy to read = large font, important information capitalised, information grouped vertically under each category, use of simple graphs to make comparisons Presents information in a memorable way = bright colours, minimum text, use of symbolic images Focuses on a theme = banana versus apple establishes that infograph is comparing the nutritional value of two fruits p.42 2. i) school community, parents, teachers ii) To inform the school community about upcoming events.

3. MP3 file: technology that compresses a sound sequence into a small file; RSS feed: (Rich Site Summary) is used to send regularly updated or changing content to other web services; Media hosting: is the hosting account that stores and delivers your audio and video files to your

subscribers. p.43 A. Secondary school students B. Mr Beard’s maths class and others requiring maths help C. For people interested in folk stories of other cultures D. For people interested in mystery novels, for people who like the text read to them p.46 1. The serene, routine flight is interrupted by people parachuting from the plane in the dead of night. Viewers would want to know who the parachutists are.

2. To establish the setting – create a hook.

3. People who like action, adventure films.

4. Scene transitions: The starry night scene is changed by the sudden introduction of the full-shot of the plane. The rock music in Storyboard 3 signals to the viewer that the action’s started. The silhouetted parachutists hook the reader.

Camera angles: The close-up shot of the moon suggests serenity on a starry night; zooming out in Storyboard 2 puts the focus on the plane; the low-angle shot in Storyboard 3 highlights the plane’s movement away from the scene and the focus is on the anonymous parachutists.

5. Student’s response. If the music in Storyboard 3 was changed to something more classical, for example, the scene may not be as melodramatic. p.47 The story scenes can be re-organised for very different narratives and reactions. For example: if you begin with Frame 6, then 2, 4, 1, 3 and 5 – the narrative would describe an accident with a vase that a visitor tries to cover up and at the same time reveals the “fib” the vase’s owner tells about its alleged value.

p. 50 NEWS.com - To provide up-to-date information on current events and issues INFORMATIONAL .gov or .edu - To present factual, reliable information in the form of research and reports. Web page cites sources of information ADVOCACY .org - To promote the work of an organisation and persuade public opinion BUSINESS/MARKETING .com - To publicise and sell the goods and services of commercial enterprises PERSONAL often has a tilde (~) in address To create a forum to explore an individual’s interests and needs 2. Common elements: attractive banner identifying the web page (newspaper name/organisation; menu bar under banner/header; search bar.

Different elements: news web pages have current, changing news. Informational web pages may not change content for several months; not as much emphasis on social media in informational web pages; advertisements on news web pages; use of calendars on informational pages to agenda and advertise important events. p.51 Annotations could include: opportunities to share content on social media, ability to search for content on other pages or in archives, menu to check out photo galleries of interesting topics or drop-down menu to navigate reader to specific page quickly, can find main content easily under banner, information is set out into digestible little pieces for reader to scan. p.52 Features include: banner to identify personal web page’s owner and subject matter; search button; social media sidebar; navigation sidebar; opportunity to like/ comment on person’s text; use of images 63

and opportunity to like/comment on person’s text; use of images and captions; advertisements; more recent content first. p.55 Scenario 1: 1. Can be used freely.

2. The poem is now in the Public Domain (also the author has not been identified, other than by a pen name).

Scenario 2: You can use the image. When a person uploads to Instagram, he or she relinquishes the copyright of that image to Instagram. In terms of etiquette, it would be advisable to ask your friend’s permission first. p.56 Scenario 1. As the soundtrack is the creative property of Imagine Dragons, you would be asked to remove the video.

Scenario 2: You can upload the book recommendations freely as the thumbnails come under Fair Use for educational purposes.

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