UNIT 1: JOURNALISM
In this Unit learners will develop their understanding of journalistic media. The breadth of this area encourages providers to choose learning contexts that are of contemporary relevance and expose learners to a broad range of traditional and 21st century journalistic offerings.
In contexts related to journalism, learners analyse, view, listen to and interact with a range of journalistic genres and undertake extensive research into the representation and reporting of groups and issues within media work. They draw on their knowledge when developing ideas for their own productions.
Learners are required to demonstrate an understanding of the media in society including:
- historical background
- media in contemporary Australia
- media values and ownership in contemporary Australia
- new media (e.g. technical change, digital age, the internet, convergence).
Learners extend their understanding of production practices and responsibilities in their area of specialisation.
Learners are required to understand and implement safe work practices. Areas of focus will include:
- the identification of potential hazards/sources of injury (including risk assessments)
- correct lifting of equipment
- appropriate placement of equipment
- potential consequences of hazardous situations
- procedures for the reporting of potential hazards/sources of injury
- emergency procedures (such as evacuation plans)
- the obligations of employees and employers regarding workplace safety issues:
- including legal and ethical obligations.
Key knowledge and Skills:
- Media Language in contemporary Australia and related jurisdictions:
- codes and conventions of news, current affair, interviews
- advantages and limitations of different media
- audience expectations
- representation
- purpose and characteristics
- media distribution
- encoded meanings: overt and covert messages
- nature of news and news worthiness
- genre and modes of address.
- Media related issues in contemporary Australia and related jurisdictions:
- relevant codes of ethics for specific media
- bias and equity
- media ethics and media futures
- differences in media content including, but not limited to, commercial vs private, tabloid vs broadsheet
- tabloid journalism
- media ownership (who owns media?)
- media ownership (corporate influence)
- role of Media Entertainment and Arts Alliance
- comparing representations of the same issue in different media work
- point of view
- technological trends including, but not limited to traditional vs digital, digital age, the internet, convergence
- global access and issues of privacy and accuracy
- changing audience expectations and values
- media production and consumption: past and present trends/impact of current trends.
- Analysis:
- journalism issues and ethics
- media communication techniques
- trends and challenges in journalism
- reflect upon own and others creative, critical and technical processes and production outcomes.
- Skills and Processes (relevant to specialised format):
- pre-production, production and post-production processes involved in developing a journalistic product
- news gathering
- writing and creating stories
- presenting and reporting
- interviewing
- researching and producing
- editing (in specialised format) e.g. material selection, justification for omission, transitions
- technical skills of production.
- Production (in specialised format)
- Production of news type media products including, but not limited to:
- news stories
- newspaper/web based articles
- news bulletins
- interviews
- documentaries
- profiles.
WORK REQUIREMENTS - UNIT 1
- Two (2) Completed Media Products, Focus: Journalistic pieces
- Pre-production and support material to accompany completed works
- One (1) major written piece (1000 – 1200) focussed on Journalism: e.g. Journalistic Ethics, Documentary/News styles (e.g. Public vs Commercial or Sensationalism or Naturalism etc. with codes and conventions.)
UNIT 2: ADVERTISING
In this Unit the power and influence of media is explored through the context of advertising. Learners develop an understanding of advertising and related influential media settings.
The importance and impact of persuasive communication and target markets are explored through examination and exploration of both qualitative and quantitative advertising materials.
Learners develop practical and analytical skills, including an understanding of the contribution of codes and conventions to the creation of advertising products, the role and significance of selection processes in their construction and the creative and cultural impact of new media technologies including social media.
Key knowledge and Skills:
- Media Language in contemporary Australia and related jurisdictions:
- commercial codes and conventions of advertising
- target audience
- social values
- classification
- distribution.
- Media related issues in contemporary Australia and related jurisdictions:
- audience positioning
- narrative intention
- genre choice
- stereotypes
- censorship
- copyright
- media influence theory.
- Analysis:
- role of advertising: historical, current trends
- ethics of advertising
- trends in contemporary advertising
- marketing, communication issues.
- Skills and Processes (appropriate to specialisation):
- pre-production, production and post-production processes involved in developing an advertisement or commercial
- creative writing: persuasive writing techniques in script/copy
- fundamentals of composition: design principles and creative cohesion
- researching and producing
- editing in specialised format (e.g. material selection, justification for omission, transitions).
- Production (in specialised format)
- production of advertising type media products including, but not limited to:
- commercials/promos
- print/online advertisements
- digital and web based radio sweepers
- product sales
- propaganda
- public service announcements.
WORK REQUIREMENTS – UNIT 2
- One (1) Completed Media Product, Focus: Advertisements for specified target audience
- Pre-production and support material to accompany completed works
- One (1) major written piece (1000 – 1200) examining representations, media influence and the codes and conventions of advertising.
UNIT 3: NARRATIVE
In this Unit learners are introduced to the idea that narratives are intrinsic to media work and the narrative elements of character, setting, conflict and resolution are essential components of storytelling.
Codes and conventions are tools used in the construction and deconstruction of narratives. The way they are applied can be analysed in terms of genre and style.
Learners discuss the way producers construct preferred meanings and viewpoints through the selection of technical, symbolic, written and audio codes, and consider how multiple meanings are interpreted by different audiences. Audiences actively construct meaning and are engaged by texts through the manner in which narratives are organised, and respond to the narratives in different ways.
Production and story elements structure an audience’s experience of narratives and contribute to the ideas communicated by the text. The nature of the viewing experience also contributes to audience reading and appreciation of narrative texts. Learners understand and demonstrate how selection processes construct meaning, realism and viewpoints in a range of media.
Key knowledge and Skills:
- Media Language:
- basic narrative elements e.g. character, setting, conflict, resolution
- target audience
- common codes/style rules of genre
- classification
- distribution
- dramatic structures.
- Media related issues:
- audience positioning
- narrative intention
- aesthetics, narrative and theme in media texts
- copyright and fair use
- new and emerging technologies.
- Analysis:
- differing styles of storytelling techniques
- power and persuasion
- construction of and deconstruction of narratives
- multiple meanings and audience interpretation.
- Skills and Processes (appropriate to specialisation):
- pre-production, production and post-production processes involved in developing a narrative product
- creative writing: persuasive writing techniques in script/copy
- fundamentals of story telling
- communication of ideas to achieve particular effects
- editing (in specialised format) e.g. material selection, justification for omission, transitions
- technical skills of production.
-
Production (in specialised format):
- production of narrative type media products including, but not limited to:
- short films
- documentaries
- camera based, stop motion animations
- magazines
- booklets
- radio drama.
WORK REQUIREMENTS – UNIT 3
- One (1) Completed Media Product, Focus: Narrative work composed or adapted to create an original work
- Pre-production and support material to accompany completed work
- One (1) major written piece (1000 – 1200 words) examining genre related to the elected media form, specialised production techniques, forms of direction, editorial, composition and production.
UNIT 4: PRODUCTION
In this Unit learners employ media technologies and processes in their specialisation to produce major and minor works.
Through the completion of production exercises, learners:
- develop an understanding of the possibilities and limitations of specific production equipment, processes and applications
- acquire skills to enable the use of specific media technologies
- explore aesthetic and structural qualities and characteristics of media products in media forms
- develop an understanding of the issues associated with planning, carrying out and completing a range of media tasks (including assignment tasks, class-based project work and self-initiated projects). This will include:
- developing an understanding of planning procedures and their significance for successful outcomes and meeting deadlines
- developing skills in relation to personal time and resource management
- developing skills in cooperation and the organisation of personnel.
Learners analyse and demonstrate in their area of specialisation:
- media preproduction processes which will include:
- methods of research to support the selected media form, style and/or genre, codes and conventions
- methods for concept development for an individual or a distinctive media product; for example, story boarding, mood boarding, treatment writing and scripting
- strategies to identify the function and purpose of the proposed product
- ways an audience may consume and be engaged by a media product and strategies to identify
- audience characteristics.
- media production processes which will include (as appropriate for specialisation):
-
methods of recording audio in field and studio locations
- direction
- methods for lighting in studio and on location
- methods of filming/photography appropriate to the product and context for desired effect
- appropriate formatting and layout.
- media postproduction processes which will include (as appropriate for specialisation):
- techniques and practices appropriate to editing the proposed production form
- proof reading and associated quality management processes
- appropriate methods for presenting media works
- methods for mastering audio components of media works
- appropriate export and publication methods.
Learners’ production skills inform the development of their media production designs and the subsequent media products developed. Learners document their planning and evaluation processes, and use this information to support the development of their media products.
Learners discuss and articulate the connection between production elements and:
- target audience
- creative intention
- codes and conventions used
- genre and stylistic intentions.
This Unit of study culminates in the development of a major folio using specific media production skills and technical competencies related to the learner’s area of specialisation.
Folio information:
Using media production design techniques and practices, learners will produce a range of completed products that constitute a folio. Additional folio guidelines and requirements for external assessment can be found on the TASC website www.tasc.tas.gov.au
WORK REQUIREMENTS – UNIT 4
- One (1) Completed body of work (1 Major and 2 minor pieces*)
- Support Material.
* specific folio guidelines and requirements for external assessment can be found on the TASC website www.tasc.tas.gov.au