Victorian Curriculum: Media Studies

Make a note, with short explanatory notes, in your learning journal about the types of information that are available to guide you in your teaching.
Not all curriculum areas are structured in exactly the same way, but you should include rationale, aims, structure, concepts, scope and sequence. Include any other information you think is important.

Media Arts has the capacity to engage, inspire and enrich the lives of students, encouraging them to develop their creative and intellectual potential.

The Media Arts curriculum aims to develop students’:

  • conceptual and perceptual ideas and representations through design and inquiry processes
  • understanding of the use of the techniques, materials, processes and technologies
  • critical and creative thinking skills, Media Arts languages, knowledge of Media Arts theories and practices
  • respect for and acknowledgement of the diverse roles, innovations, traditions, histories and cultures of artists, designers, commentators and critics
  • understanding of Media Arts social, cultural and industry practices
  • confidence, curiosity, imagination, enjoyment and a personal aesthetic.

 

The curriculum is structured around four strands, with different skills learnt in each:

  • Explore and Represent Ideas
  • Media Arts Practices
  • Present and Perform
  • Respond and Interpret

There are many concepts within the Learning in Media Arts section; for me the key area to that establishes the framework within which students operate to create and analyse media art are the five interrelated key areas:

  • media languages
  • media technologies
  • institutions that produce media artworks
  • audiences
  • constructed representations of the world

The Scope and Sequence chart is a fantastic tool. I can see it will be my go-to when constructing unit plan and individual lessons.

The Assessment Standard at the bottom of this chart is great and I look forward to reading and researching this is more detail.

I am including this for future reference:

By the end of Level 10, students analyse how values and alternative viewpoints are portrayed in the media artworks they make, interact with and distribute. Students use intent, structure, setting, characters and genre conventions to evaluate how technical and symbolic elements are manipulated to make representations and meaning. They evaluate how social, institutional and ethical issues influence the making and use of media artworks. Students communicate alternative viewpoints in media artworks for different community and institutional contexts. They apply design, production and distribution processes to the media artworks they make.

 

 

 

 

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