Level 2 Media Studies Internal Assessment Resource

NZQA Internal assessment resource Media Studies 2.3A v2 for Achievement Standard 91250 Approved PAGE FOR TEACHER USE

Internal Assessment Resource Media Studies Level 2

This resource supports assessment against: Achievement Standard 91250 version 2 Demonstrate understanding of representation in the media

Resource title: What a girl wants

3 credits

This resource:  Clarifies the requirements of the standard  Supports good assessment practice  Should be subjected to the school’s usual assessment quality assurance process  Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by February 2015 Version 2 Ministry of Education To support internal assessment from 2015

Quality assurance status These materials have been quality assured by NZQA. NZQA Approved number: A-A-02-2015-91250-02-5611

Authenticity of evidence Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material. Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource Achievement Standard Media Studies 91250: Demonstrate understanding of representation in the media Resource reference: Media Studies 2.3A v2 Resource title: What a girl wants Credits: 3

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource. Teachers need to be very familiar with the outcome being assessed by Achievement Standard Media Studies 91250. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This assessment activity requires students to demonstrate understanding of how teenage girls are represented in the media. They will analyse at least THREE media texts and produce a narrated visual sequence. It will be 5–10 minutes in length. Students will be assessed on their understanding of aspects of the representation of teenage girls. These aspects may include:  the features used in creating the representation (e.g. characterisation, casting, and/or costume, etc to convey representation)  difference(s) between the representation and reality (e.g. a comparison and/or contrast with real world examples)  stereotypes, messages and/or values that are created by the representation  the selection and/or omission of material  the connection between the representation and the world view/ideology of the media producers. As part of this activity, students will create a blog that includes annotated images and/or footage from media texts. Students could create a visual diary instead of a blog. The students’ blogs will include a collection of images and/or video clips, as well as their reflections on the representation of teenage girls in the media. The blogs will not be assessed but will help students to create their narrated visual sequence. Ask students to email you the link to their blog once it has been set up. Provide students with support to set up and use their blog. It will be important to maintain security of blogs from access by other students until assessment is complete.

This assessment activity has been designed to take place within the context of a whole-class teaching focus on representation in the media. Teachers may choose to link this assessment activity to another teaching focus, such as genre or production. Prior to this activity, teachers will need to introduce students to the content and form of blogs and provide opportunities for students to practise their skills in creating and updating a blog.

Conditions

Students will work individually to complete the narrated visual sequence. They have two weeks of in-class and out-of-class time for this task, but the blog should be compiled throughout the teaching and learning phase. Some optional scaffolding has been provided in the Student instruction sheet that students might use to structure their reflections. Students can use media texts studied in class for other standards (e.g. the study of a group or event that is a convention of a genre) or choose their own media texts, with approval from their teacher.

Resource requirements

Students will source images and/or video clips for their blogs from:  screen grabs from a film, television programme or website  magazine advertisements  film clips or music videos. Students will need access to:  the internet to create and update their blogs  a scanner, digital camera, and photo and/or video editing software  a digital recording device such as a mobile phone, video recorder or recording software  slideshow, presentation or video editing software for creating a visual sequence.

Additional information

Blog sites that may assist with the creation of blogs include:  http://blog.classroomteacher.ca/5/how-to-start-an-educational-blog/#download  http://www.21classes.com/  http://edublogs.org/.

Internal Assessment Resource Achievement Standard Media Studies 91250: Demonstrate understanding of representation in the media Resource reference: Media Studies 2.3A v2 Resource title: What a girl wants Credits: 3

Achievement Achievement with Merit Achievement with Excellence Demonstrate understanding Demonstrate in-depth Demonstrate critical of representation in the understanding of understanding of media. representation in the media. representation in the media.

Student instructions

Introduction

In this assessment task you will demonstrate understanding of how teenage girls are represented in the media.

Teacher note: The context for this activity is the representation of teenage girls. This activity can be easily adapted for representation of other groups, ideas, events or issues.

You will analyse at least THREE media texts and produce a narrated visual sequence, 5–10 minutes in length. You will be assessed on the depth of your understanding of the representation of teenage girls on the media. Please note: You will not be assessed on your technical skill in this activity. This is an individual assessment activity. You have 2 weeks of in-class and out-of-class time to complete it. Your teacher will specify a due date.

Blog As part of this activity, you will create a blog that records your thinking and planning for your final narrated sequence.

Teacher note: Students could create a report or a visual diary instead of a blog. Adapt the student instructions sheet to meet the needs of your students.

Your blog will include a collection of images and/or video clips, as well as your reflections on the representation of teenage girls in the media.

This resource is copyright © Crown 2015 Page 4 of 9 Internal assessment resource Media Studies 2.3A v2 for Achievement Standard 91250 PAGE FOR STUDENT USE Your blog will not be assessed but will help you create your narrated visual sequence. Email your teacher the link to your blog once you have set it up.

Teacher note: Provide students with support to set up and use their blog.

Narrated visual sequence You will create your narrated visual sequence using recording equipment and slideshow software.

Teacher note: You may wish to add detail about the recording equipment and slideshow software that students will be able to access.

Gather at least five media texts that represent teenage girls. Choose an aspect(s) of the representation to focus on. Select THREE media texts for your sequence, and choose a series of images from the texts that demonstrate how teenage girls are represented in media texts. Once you have chosen your images, write a script for your narration. Create your visual sequence using slideshow software. Record your narration and add it to the slideshow.

Final submission Review your narrated visual sequence and check that you have demonstrated your understanding of media representation as well as you are able. Make sure you have supported your points with specific evidence. Make your final adjustments and submit your work for assessment by the due date. You may wish to post your final slideshow to your blog.

Resource A: Further guidance

 Collect images and/or video clips from at least four media texts to give you a range of options when you begin your visual sequence.  Upload these to your blog and annotate each image or clip with your thoughts.  Some possible reflection starters you might use could be:  This image shows that …  The way this girl looks in this image suggests …  This image represents a realistic / unrealistic view of teenage girls because …  This image reminds me of …  A possible message/value/stereotype this image reflects is …

Narrated visual sequence Writing a script will help you create an effective narration that demonstrates your depth of understanding of the representation of teenage girls in the media. Make sure your narration is detailed and refers to specific examples from the texts. You will need to use several images from each text to support your detailed discussion of the representation of teenage girls. Supporting evidence from other sources (media commentaries, interviews, surveys, etc) will add credibility to your sequence. Make sure you acknowledge the words and ideas of other people you use, such as media commentators or interviewees. Aspects you might focus on include such approaches as an examination or discussion of:  the effectiveness of the features in creating the representation (e.g. characterisation, casting, and/or costume, etc to convey the representation)  the likely consequences of the difference(s) between the representation and reality  the implication and/or effectiveness and/or consequences of the stereotypes, messages and/or values, that are created by the representation of teenage girls  The implications and issues associated with the selection and/or omission of material associated with teenage girls  The effect of the connection between the representation and the world view/ideology of the producers of the media texts. For example, you might survey 5–10 teenage girls about a character in a film or television programme, and ask them:

 how realistic they think the character is – what has been selected, exaggerated or omitted  what messages about teenage girls or values they think the representation communicates  what they think the effect of this representation might be on teenage girls who watch the film/programme  what effect they think this might have on wider society’s attitudes to teenage girls

 (optional) why the producers have represented teenagers this way.

Assessment Schedule: Media Studies 91250 What a girl wants

Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Merit Evidence/Judgements for Achievement with Excellence The student demonstrates understanding of The student demonstrates in-depth understanding of The student demonstrates critical understanding of representation in the media. This means that in representation in the media. This means that in representation in the media. This means that in completing this assessment task, the student: completing this assessment task, the student: completing this assessment task, the student:  selects at least three media texts that  selects at least three media texts that represent  selects at least three media texts that represent represent teenage girls teenage girls teenage girls  creates a narrated visual sequence of  creates a narrated visual sequence of images, text  creates a narrated visual sequence of images, text images, text and audio commentary about and audio commentary about how teenage girls are and audio commentary about how teenage girls are how teenage girls are represented in the represented in the media represented in the media media  describes how the media texts represent teenage  describes how the media texts represent teenage girls  describes how the media texts represent girls  describes features of the media texts that create the teenage girls  describes features of the media texts that create the representation. This could include such aspects as:  describes features of the media texts that representation. This could include such aspects as:  dialogue and performance create the representation. This could include  dialogue and performance  costume such aspects as:  costume  shot size / angle  dialogue and performance  shot size / angle  layout  costume  layout  lighting  shot size / angle  lighting  language (vocabulary, imagery, style/tone,  layout  language (vocabulary, imagery, style/tone, structures etc).  lighting structures etc).  describes the effect of the media representation. This  language (vocabulary, imagery,  describes the effect of the media representation. may include such aspects as: style/tone, structures etc). This may include such aspects as:  how this representation affects teenage girls,  describes the effect of the media  how this representation affects teenage girls, and/or representation. This may include such and/or  how this representation affects society’s aspects as:  how this representation affects society’s perception of and/or attitude to teenage girls.  how this representation affects teenage perception of and/or attitude to teenage girls.  provides reasoned explanations for the effect(s) of the girls, and/or  provides reasoned explanations for the effect(s) of representation. This includes such aspects as:  how this representation affects society’s the representation. This includes such aspects as:  reasons for any differences between the perception of and/or attitude to teenage  reasons for any differences between the representation and reality girls. representation and reality  reasons why the stereotypes messages and/or  supports their response with specific evidence  reasons why the stereotypes messages and/or

from the media texts and/or other sources. values are created by the representation values are created by the representation Representation means the way a group, issue,  reasons why the selection and/or omission of  reasons why the selection and/or omission of idea, event or place is re-presented in the media. material reinforce the stereotypes, messages or material reinforce the stereotypes, messages or A representation communicates messages and values values. values that have social significance. These reflect  supports their response with specific evidence from  examines the likely consequences of representation worldviews, ideologies, societal assumptions and the media texts and/or other sources. and draws conclusions about the media biases. Representation means the way a group, issue, idea, representation of the represented group, including but event or place is re-presented in the media. A not limited to such aspects as: representation communicates messages and values that  the effectiveness of the features in creating the have social significance. These reflect worldviews, representation ideologies, societal assumptions and biases.  implications of the difference(s) between the representation and reality  the implications and/or effectiveness of the stereotypes, messages and/or values created by the representation  the implications and issues associated with the selection and/or omission of material (e.g. motives)  the effect of the connection between the representation and the world view/ideology of the creator(s).  supports their response with specific evidence from the media texts and/or other sources. Representation means the way a group, issue, idea, event or place is re-presented in the media. A representation communicates messages and values that have social significance. These reflect worldviews, ideologies, societal assumptions and biases. An implication is a likely consequence and/or conclusion that can be drawn from evidence. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.