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Film Analysis for Assessment

Film Analysis for Assessment. AS90379: Analyse a Visual or Oral Text UE Writing or Reading. Overview. Guidelines from Examiners Assessment Schedule Exemplars Unpacking a Question . Guidelines from Examiners. Focus on the intentions of the director and their vision for the film

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Film Analysis for Assessment

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  1. Film Analysis for Assessment AS90379: Analyse a Visual or Oral Text UE Writing or Reading

  2. Overview • Guidelines from Examiners • Assessment Schedule • Exemplars • Unpacking a Question

  3. Guidelines from Examiners • Focus on the intentions of the director and their vision for the film • Ensure you discuss how the film is made – the analysis of technique. • Structure a detailed answer on the best ideas. • Better answers tend to go over the word limit.

  4. You WILL NOT achieve if: • Your answer focuses to heavily on the plot • You give little or no supporting evidence • You do not use appropriate film terminology • You have given generalised techniques and details (e.g. “Director tends to use close up shots). • You have not shown that you understand the question • You have written an essay that you have learned previously.

  5. Achieved Essays Tend to… • Show they understand the question • Use the correct film terminology • Use key words from the question • Use details from the film to support their answers • Give a straightforward analysis of key ideas • Write at least 400 words

  6. Merit Essays Tend to… • Have a thorough understanding of the film • Use a wide range of vocabulary • Be structured and written fluently • Apply the students learning to a topic

  7. Excellence Essays Tend to… • Write considerably more than the word limit • Include perceptive insight and original thought • Demonstrate originality in the interpretation of the question • Analyse the relationship between the director and the audience • Interweave filmic and technical language within the body of the essay

  8. Assessment Schedule • In groups: • You will be given an assessment schedule for Achieved, Merit or Excellence. • Unpack the assessment schedule. Take notes. • Form new groups. Learn from your new groups about the assessment schedule for all levels.

  9. Groupings • Achieved Group ONE: Jaydene, Tanischa, Tony, Dasha Group TWO: Jordan Brown, George, Katie, Sean Group THREE: Jim, Kerry, Tyron, Shawn • Merit GroupONE: Toby, Jordan Smith, Callum Group TWO: Emma, Trishala, Esmond, Jian • Excellence Group ONE: Talia, Wenfang, Angel Group TWO: Ian, Sylvester, Vincent, Jaime

  10. Group Teaching Teach your topic within the following groupings: • ONE: Jaydene, Jordan B, James, Toby, Emma, Talia, Ian • TWO: Tanischa, Phillip, Chris, Trishala, Sylvester , Jamie • THREE: Tony, Katie, Tyron, Jordan S, Esmond, Wen Fang, Vincent • FOUR: Dasha, Sean, Shawn L, Callum, Angel, Jian

  11. Exemplars • Read through the exemplars • Use the assessment schedules to decide on a grade for each exemplar • Annotate the exemplars

  12. Essay Writing • Analyse how BOTH internal and external conflict were important to the text as a whole. Note: “internal conflict” means conflict within a character, and “external conflict” means conflict between a character and other individual(s) or group(s).

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