Level 1 English Internal Assessment Resource s1

Internal assessment resource English 1.7A for Achievement Standard 90855 PAGE FOR TEACHER USE

Internal Assessment Resource English Level 1

This resource supports assessment against: Achievement Standard 90855 Create a visual text

Resource title: The Annual Film Study Illustrated Calendar

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 December 2010 by Ministry of Education To support internal assessment from 2011

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 English 90855: Create a visual text Resource reference: English 1.7A Resource title: The Annual Film Study Illustrated Calendar Credits: 3

Teacher guidelines

The following guidelines are supplied to ensure that teachers can 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 English 90855. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it. Read also the Conditions of Assessment.

Context/setting:

In this activity students prepare and present a static image which portrays a theme or important idea in a text they have studied. The exemplar material is based on short stories but teachers can choose to base this activity on other text types studied. This resource may be used as part of a text or theme study or in the context of other viewing and presenting work. Conditions:  Assessment against this standard is likely to require a combination of class and homework time in the lead-up to the final production stage.  During the development phase of this task, teachers will need careful checkpoint procedures to validate the authenticity of students’ ideas.  To ensure the authenticity of student work, the static image for final assessment should be prepared in class time under teacher supervision.  Before assessment begins, students should be able to examine models or exemplars of different forms of visual texts and have explicit teaching that makes the processes and steps followed to create the texts clear.  Where student work is to be presented for assessment, constructive feedback should not compromise authenticity, but teachers can validly make suggestions about areas where further development is needed.  Teachers should also read the Conditions of Assessment closely in order to ensure good assessment practice.

Resource requirements: Students may be provided with the paper required to produce their static image and they may also be provided with coloured paper, pens, paint and other art supplies according to department policy. Alternatively, students may be expected to provide all their own materials. This assessment may also be completed using various ICT software applications such as Publisher or Photoshop.

Additional information: Before attempting this activity, students should have deconstructed other visual texts including the exemplars which accompany this task. They should also be familiar with visual language features, such as the following:  Colour – symbolism, mood, impact  Layout – balance, proportion, space, framing  Shape – dominance, focus, how other elements or words fit around it  Symbolism – use of symbols to represent ideas  Lettering – upper/lower case, font, italics, bold, size  Texture – symbolism, decoration. Static images created for assessment against this standard could be integrated with other parts of the English programme. For example, creating a visual text could form part of a text study to assess student understanding of key themes, symbols, or character motivations. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for assessment is developed sufficiently in order to meet the criteria for the other standard. If the work is to be developed for assessment against another standard, in all cases teachers should refer closely to the relevant standard including the Explanatory Notes and the Conditions of Assessment.

Internal Assessment Resource Achievement Standard English 90855: Create a visual text Resource reference: English 1.7A Resource title: The Annual Literature Illustrated Calendar Credits: 3

Achievement Achievement with Merit Achievement with Excellence Develop and structure ideas in a Develop and structure ideas Develop and structure ideas visual text. convincingly in a visual text. effectively in a visual text. Use language features Use language features Use language features appropriate to purpose and appropriate to purpose and appropriate to purpose and audience. audience with control. audience with control to command attention.

Student instructions

Introduction

Welcome to Film Study Illustrated. You work for one of the most prestigious publications in the movie world. As you know, each year, we publish a calendar which celebrates the twelve best films of the year. Our Board of Directors has assigned you to choose a film that you have studied this year for inclusion in next year’s calendar and design a static image to portray the central ideas in your chosen film. Your static image will be one of the 12 illustrations included in next year’s calendar. Here are some further details:  Your static image must reflect the main idea(s) or message(s) you have identified in your chosen film.  You must include a short relevant quotation or words linked to the text which reinforce the idea(s) in your image.  You do not need to include the title or director of the film because these will be printed underneath the illustration when it is published.  Your static image must be produced on paper and it must be two-dimensional.  Your static image should be landscape in orientation.

Make sure that the static image you submit for assessment:  develops and structures your ideas effectively  is appropriate to the audience. Your audience is readers of Film Study Illustrated, a magazine that focuses on reviewing and publishing work by well-known directors. Its readers are predominantly young people who like to study film.  uses visual and verbal language features that are appropriate to the purpose and audience of the calendar. e.g. images, symbolism, colour, quotations  uses visual and verbal language features with control to command attention.

Part 1: Plan your static image Before you begin planning your own static image, your teacher will discuss examples of other static images and the visual and verbal language features that were used. Choose a film to base your static image on and think about its central ideas. Brainstorm possible elements for your design. You might like to consider the following:  images, colours, fonts, symbols that are appropriate to your film  mediums e.g. collage, photography, cartoons, paint that might be appropriate to represent your ideas and film  possible quotations or words linked to the film that you could use to reinforce your visual ideas. From your brainstorm, select the ideas that you think will work best together. You will need a unified structure rather than a series of independent elements. Think about how you can make visual and verbal language features work together to achieve the effect you want. You could look closely at the exemplars and think about their strengths and areas they could be improved. You may not use specific parts of any of the exemplars in your own static image. Draft the layout of your static image. Think about the structure of your image and move the individual elements of your design around on the page to create the best possible effect. Be prepared to remove or change elements that do not work. Only when you are satisfied with your design should you move on to the final production of your image.

Part 2: Assemble your static image Produce your static image to A3 size using the techniques you decided upon during the drafting process. Complete each element and apply each technique with control and care. Aim for consistency of style so that all the elements are integrated as a unified whole. You could look again at the exemplars to see how this level of integration has been achieved in these images. When you are satisfied with your work, hand it in for assessment.

Assessment schedule: English 90855 The Annual Literature Illustrated Calendar

Evidence/Judgements for Achievement Evidence/Judgements for Achievement with Evidence/Judgements for Achievement with Merit Excellence

The student develops and structures ideas by: The student develops and structures ideas The student develops and structures ideas  building on ideas by adding details or convincingly by: effectively by: examples and working towards a planned  developing ideas and structure that are  developing ideas and structure in a whole. generally credible and connected. compelling and well-organised way.

The student uses language features by: The student uses language features with control The student uses language features  selecting visual language features (e.g. by: appropriate to purpose and audience with colour, images, symbolism) appropriate to  selecting visual and verbal language control to command attention by: the purpose and audience features and linking them to the intended  delivering a confident and sustained static  electing verbal language features (e.g. purpose and audience of the static image. image. slogan, quotation) appropriate to the purpose and audience.

Refer also to “Achievement” exemplars. Refer also to “Merit” exemplars. Refer also to “Excellence” exemplars.

Final grade will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.

The following resource could be adapted by teachers to help prepare their classes for this assessment.

Resource 1: Discussing a static image Look closely at the static image based on the short story ‘Mr and Mrs Martins’.

Now read the following commentary notes that discuss the techniques used in this image: ‘Mr and Mrs Martins’ by Edla Van Steen In this story, Mr and Mrs Martins are preparing for death. They live separately so they’ll get used to it before one of them dies. This is Mr Martins’ idea and he forces it on his wife. In my static image the background of clocks with no hands represents how time stands still and how they are preparing to die before their time. The black gravestone represents death and it has Mr Martins’ year of birth on it but he hasn’t died yet. The green path is the path of life. The green symbolizes living, growing and doing things. The path is windy to show that although it ultimately leads to death you don’t go straight there; there are lots of challenges along the way. The rough edges show that life isn’t easy and everyone has hard times. Mr Martins is older so he is further along the path of life. But it is also because he is more accepting of death. He is grey because although he is still alive he is inactive and might as well be dead. He is looking away because he has forgotten about his wife. While he was preparing her for life without him, he failed to realise that all she wanted was to be with him and cherish the time they had left together. Mrs Martins is hanging back because she still wants to enjoy life. She is in colour because there is still some life left in her. She is holding her hat and basket which shows there are still things she wants to do. But when her husband says they must prepare for death she doesn’t object and her head down indicates her submissiveness. The quotation shows that they’re not dead yet but they’re not making the most of the time they have left. “We” indicates the two of them, “go on” refers to progress on the path of life and “waiting” refers to the fact that they are preparing for death.

A booklet resource containing A4 size colour copies of the exemplars was distributed to all schools in February 2003. The exemplars are also currently available for downloading or printing form here http://www.tki.org.nz/r/ncea/english1_8studentwork/ (note that this link refers to the expiring Achievement Standard 90059 v4 Produce a media or dramatic presentation (English 1.8) and to a different activity (Eng/1/8 - C5 – Shaping Up).

EXEMPLAR A: Not Achieved ‘Eight Dozen Beer and Nothing To Do’ by Richard Hobo JUDGEMENT OF EXEMPLAR A:

Not achieved Ideas are not sufficiently developed and structured. This student has conveyed a very basic idea that speeding can result in death, but this is a very superficial, even misleading part of a much more complex message in the text. Verbal and visual language features are not appropriate to purpose and audience. The design is poorly executed and lacks unity: it is not a planned whole. The pictures of beer in the two left corners of the image are not integrated into the overall image. The quotation is not relevant to the visual elements.

EXEMPLAR B: Not Achieved ‘The Drover’s Wife’ by Henry Lawson JUDGEMENT OF EXEMPLAR B:

Not achieved Ideas are not sufficiently developed and structured. This student has attempted to communicate some simple ideas from The Drover’s Wife. The image as presented is a simplistic sketch of the character together with some aspects of the setting and the story. These elements are not well linked and do not fulfil the image’s purpose of highlighting the loneliness theme. Verbal and visual language features are not appropriate to purpose and audience. They do not present the loneliness theme in an adequate way: e.g. the character’s smiling face and the composition and scale within the image are inappropriate. The quotation has insufficient relevance to the visual techniques as drawn.

EXEMPLAR C: Achievement ‘Killers’ by OE Middleton JUDGEMENT OF EXEMPLAR C:

ACHIEVED Ideas are developed and structured. The ideas in the image work towards a planned whole. The student communicates the idea that the man not the hawk is the real killer. Verbal and visual language features are appropriate to purpose and audience. Visual elements are combined in a clear way with the steering wheel, the target, and the hawk in the foreground and the hills in the background. The quotation makes a relevant link to the visual elements.

EXEMPLAR D: Merit ‘The Whale’ by Witi Ihimaera JUDGEMENT OF EXEMPLAR D:

MERIT Ideas are developed and structured convincingly. The development of the ideas is generally credible and connected. Using a range of symbols, the student successfully presents developed ideas on:  the importance of the kaumatua’s beliefs  the struggle between various pressures and influences from the pakeha world and his own world on retaining his traditional beliefs. Verbal and visual language features are appropriate to purpose and audience and are used with control. The use of colour and other symbols is effective. The placement of the quotation running from the top to the bottom of the image helps to unify the image. A number of appropriate symbols as identified in the student commentary have been carefully and successfully combined. However some elements, while competently presented, do not quite command attention, as needed for excellence: e.g.:  a sketch of a young strong man is not an appropriate representation of the old kaumatua  the sketches of the kaumatua, the pakeha influences, and the spears do not demonstrate a confident and sustained static image.

EXEMPLAR E: Merit ‘Miss Brill’ by Katherine Mansfield JUDGEMENT OF EXEMPLAR E:

MERIT Ideas are developed and structured convincingly. The development of the ideas is generally credible and connected. This student presents the significant idea that Miss Brill imagines herself in a play and linked to others, but the reality is different. This image is a developed metaphorical representation of the idea. Verbal and visual language features are appropriate to purpose and audience and are used with control. The silhouette is effective and appropriate for Miss Brill’s character. The concept of placing her thoughts and fantasies inside the silhouette is an effective metaphor for the revelation of the truth about Miss Brill and how she deludes herself. The quotation is also appropriate. However the elements chosen for the collage detract from the overall impact. Some are inappropriate - e.g.: the modern looking young women. This prevents the static image from commanding attention, as needed for excellence.

This resource is copyright © Crown 2010 Page 10 of 11 Internal assessment resource English 1.7A for Achievement Standard 90855 PAGE FOR TEACHER USE EXEMPLAR F: Excellence ‘The Geranium’ by Patricia Grace JUDGEMENT OF EXEMPLAR F:

EXCELLENCE Ideas are developed and structured effectively. The development of the ideas is compelling and well-organised. The student has taken the complex, dark relationship at the centre of ‘The Geranium’ and developed an image which fully explores the impact of the relationship on Marney. Verbal and visual language features are appropriate to purpose and audience and they command attention. The student has effectively integrated a number of elements to present a confident and sustained static image. The layering and placement of several elements including the newspaper, the flower, the character, and the quotation as a chain all work together to reinforce the idea of domination. The integration of colour and tone (e.g. Marney’s face is dark) and shape (e.g. the torn edge of the framing around her face) is innovative. A minor spelling/proofing error “tight end” does not detract from the overall impact and attention to detail in the image, nor its achieving excellence.

EXEMPLAR G: Excellence ‘Mr and Mrs Martins’ by Edla Van Steen JUDGEMENT OF EXEMPLAR G

Excellence Ideas are developed and structured effectively. The development of the ideas is compelling and well-organised. This student has produced a very perceptive, full and detailed portrayal of the main ideas in the story. They are easily recognised in the image itself. Verbal and visual language features are appropriate to purpose and audience and they command attention. The recurring image of the clocks in the background is strikingly effective and serves to underline the idea of waiting for death. The significant words in the quote are reinforced by corresponding visuals. The green path and brightly coloured figure of Mrs Martins are in deliberate contrast with the grey, black and white of the background and Mr Martins. This mixture of black and white and colour within the same image is consciously used to contrast the different characters and their different attitudes to life.