Y11 MPA ATAR

Written Response Feedback is available here via ChatGPT

Glossary

From the Syllabus

Rationale

The Media Production and Analysis ATAR course aims to prepare all students for a future in a digital and interconnected world by providing the skills, knowledge and understandings to tell their own stories and interpret others’ stories. Students learn the languages of media communication and how a story is constructed using representations. Students are encouraged to explore, experiment with and interpret their world, reflecting and analysing contemporary life while understanding that this is done under social, cultural and institutional constraints. Students, as users and creators of media products, consider the important role of audiences and their context.

Digital technologies have impacted on and extended the capacity that the media play in Australian lives. Through new technologies, the role of the audience has shifted from a passive consumer to a more active participant, shaping the media through interaction and more accessible modes of production and dissemination of media work. Students’ interaction and opportunity to use technologies enables them to engage with current media and adapt to evolving media platforms.

The creation of convergent and hybrid media means that the system of communication changes as new media are developed. The local and global media contexts are continuously interacting, making audiences global consumers of media products. Through the consumption of global media work, awareness of global issues creates a collective consciousness and sense of responsibility, giving rise to the notion of audiences also being global citizens. Through the process of investigation, students engage with topics, issues and themes which have global and local relevance, and artistic movements and styles which in turn, create new notions of media aesthetics.

The production of media work enables students to demonstrate their understanding of the key concepts of media languages, representation, audience, industry and production, as well as express their creativity and originality. When producing media work, students learn to make decisions about all aspects of production, including creative choices across pre-production, production and post-production phases. This provides an opportunity for students to reflect on and discuss their own creative work, intentions and outcomes. Within this process, skills are developed that enable students to manipulate technologies which simulate industry experiences.

Aims

The Media Production and Analysis ATAR course enables students to:

·       use critical awareness and cultural understandings to explore, develop and present media ideas

·       use skills, techniques, processes, codes and conventions, and technologies to create media work for audience, purpose and context

·       use critical, social, cultural and aesthetic understandings to respond to, reflect on, create and evaluate media work

·       understand the evolving role of media in society.

Organisation

This course is organised into a Year 11 syllabus and a Year 12 syllabus. The cognitive complexity of the syllabus content increases from Year 11 to Year 12.

Structure of the syllabus

The Year 11 syllabus is divided into two units, each of one semester duration, which are typically delivered as a pair. The notional time for each unit is 55 class contact hours.

Unit 1 – Popular culture

The focus of this unit is popular culture. Students analyse and respond to a range of popular culture media, identifying techniques, purposes and meanings that are created and audience interpretation. Students develop their own ideas and learn production skills to produce media work in the context of popular culture.

Unit 2 – Influence

The focus of this unit is the influence of media. Students analyse and respond to a range of media work designed to influence audiences. Students develop their own ideas and expand production skills to produce media work in the context of media influence.

The whole syllabus is available here.

Here are the precise definitions of those key command verbs from the SCSA Media Production and Analysis (MPA) syllabus documentation (Western Australia), aligned with Bloom's Taxonomy levels for clarity:

1. Identify (Bloom's: Remember)

   • SCSA Definition: Recognise and name media concepts, codes, conventions, technologies, audiences, institutions, or elements within a media product. State key facts or features.

   • What it means for your essay: Point out specific, basic elements. Be brief and factual. *Example: "Identify the target audience for this advertisement." (Answer: Teenagers aged 13-17).*

2. Describe (Bloom's: Understand)

   • SCSA Definition: Provide characteristics, features, or an account of media concepts, codes, conventions, technologies, audiences, institutions, or elements within a media product. Give a detailed observation.

   • What it means for your essay: Paint a clear picture using relevant details. Focus on the what and how something appears or functions, without deeper interpretation. Example: "Describe the lighting used in the opening scene." (Answer: "The scene uses high-key lighting, creating a bright, even illumination with minimal shadows, contributing to a cheerful atmosphere.").

3. Discuss (Bloom's: Apply/Analyse)

   • SCSA Definition: Present a point of view or argument about media concepts, codes, conventions, technologies, audiences, institutions, or products. Support this view with evidence and reasoning. Explore implications or relationships.

   • What it means for your essay: Go beyond description. Present an argument or interpretation, supported by evidence (specific examples from media texts) and reasoning (linking to media concepts). Explore different aspects, implications, or connections. This is a core essay requirement. Example: "Discuss how the editing pace reflects the protagonist's emotional state." (Requires arguing how the pace changes and linking it specifically to the character's emotions using examples).

4. Analyse (Bloom's: Analyse)

   • SCSA Definition: Examine or consider the elements, structure, and relationships within media concepts, codes, conventions, technologies, audiences, institutions, or products. Break down into components to show how they work together to create meaning and effect.

   • What it means for your essay: Break down the media text or concept into its constituent parts (codes, conventions, narrative elements, technologies, audience positioning). Examine how these parts work together, interact, and contribute to the overall meaning, purpose, or effect on the audience. Requires detailed deconstruction. Example: "Analyse how camera angles and sound design are used to establish power dynamics between the two characters in this scene." (Requires breaking down specific angles/sounds and explaining how they combine to create the power relationship).

5. Evaluate (Bloom's: Evaluate)

   • SCSA Definition: Make a judgment based on criteria. Determine the value, significance, effectiveness, or success of media concepts, codes, conventions, technologies, audiences, institutions, or products. Consider strengths, weaknesses, implications, and context.

   • What it means for your essay: Make a reasoned judgment. Use specific criteria (e.g., effectiveness in communicating a theme, innovation, suitability for target audience, technical skill, cultural impact, ethical considerations) to assess the merit, value, or success of something. Requires justification based on evidence and analysis. Example: "Evaluate the effectiveness of the social media campaign in achieving its stated objectives." (Requires defining the objectives, applying criteria like reach, engagement, message clarity, and making a supported judgment on effectiveness).

Key Takeaways for Essay Structure:

• Identify/Describe: Use these for introducing specific examples, evidence, or setting the scene. They form the foundation of your points.

• Discuss: This is the heart of most essay paragraphs. Present your argument/interpretation about how or why something in the media works, supported by described/identified evidence and linked to concepts.

• Analyse: This provides the depth within your "discuss" points. It's the detailed breakdown showing how the specific elements (codes, conventions, technologies) you described actually work together to create meaning/effect, supporting your discussion argument.

• Evaluate: Use this for higher-level conclusions, comparative points, or when specifically asked. It requires applying criteria to make a judgment based on your analysis and discussion.

Understanding these specific SCSA definitions ensures you meet the exact requirements of MPA exam questions and essay prompts, structuring your responses with the appropriate depth and focus.