Year 8

The Arts Support Materials

Assessment Principle 2

Assessment should be educative

Media Arts snapshot: Review of filming rushes

The Arts/Media Arts/Making/Media languages/Skills and processes and Responding/Analysing and reflecting on intentions

Content Description

Codes and conventions of common media type, genre and/or style studied

Team skills and specific role responsibilities

The effectiveness of student media work for the specified audience and intended purpose

Nature of the assessment

Individual journal entries: reflecting on the pre-production and production phases

Group decision-making about re-filming and shots to be captured

Purposes of the assessment

To provide students with constructive feedback about the success of their production processes so far, to encourage students to refine their problem-solving strategies and use of filmic codes to improve the quality of their final production

Stage in the Teaching sequence

Middle of a series of lessons – formative assessment

Assessment task

This task involved students using media skills to produce a television commercial that promotes a lifestyle to an intended audience. The task required students to work as a group, but to reflect individually on their contribution to production.

Assessment process

Students were involved in all aspects of production, from:

  • pre-production (planning, storyboarding, devising production schedule)
  • production (filming, capturing, team work)
  • post-production (editing, completion of final task).

Students evaluated their success on their second day of filming. They viewed and discussed the rushes, selected the best shots for use and identified shots that needed improvement. These were reshot in order to finalise capturing and editing for the post-production phase. Some groups decided they needed additional footage to improve their final production.

This activity would be completed at the beginning of the lesson following filming day two, after the groups have watched and discussed their rushes, selected the best shots for use in their final production, and identified shots that still need filming, or that need re-filming.

Individual reflection (assessment)

  • What was your main goal in filming yesterday?
  • Explain any new camera techniques that you learnt in filming (such as smooth panning, using a tripod, entering and exiting the frame, use of extreme close-up to showcase the product being advertised, distortion created through camera angle).
  • What camera techniques are you good at or did you improve on during filming? Did you teach others in your group any new camera techniques? Did you learn any new techniques from others in your group?
  • What camera techniques do you need to upskill in to complete the filming for this project (or for the next project)? For example, techniques that you may have been shown already, that you need to learn more about, or teacher assistance with, such as, attaching the camera effectively to the tripod using the quick release plate.
  • Why do you think these shots selected from your rushes/footage are the best for editing? Did you agree with your group’s choice for all of them? How did you contribute to the group decision-making about shots for editing?
  • Explain why some of your film ended up on the cutting room floor.
  • How do you plan to ensure that your filming gets finished next lesson, the last lesson for completion?

Using the information

The self-evaluation process will help the teacher identify strengths and weaknesses of individuals and the group, and identify what each student has mastered, and what skill set they need to learn next.

Following this assessment: teacher observations and feedback to groups and individual students.