PRELIMINARY ADVANCED & STANDARD TASK 1 (SPEAKING & REPRESENTING) VIDEO TASK SUPPORT

Transcription

1 PRELIMINARY ADVANCED & STANDARD TASK 1 (SPEAKING & REPRESENTING) VIDEO TASK SUPPORT Video recording of your speech presentation can be made using: your webcam your phone or mobile device your video camera For those students without any camera recording equipment, you can borrow a Flip Video Camera from the library. You will need to ask for it at the Library Desk and you are only permitted to have the camera for an overnight loan (ONE NIGHT ONLY) to ensure fairness to other students needing to use them. It is your responsibility to save and remove your video footage from the camera before returning it. Representing Marking Criteria: REPRESENTING TASK SUPPORT Through the completion of this assessment task, you have demonstrated the ability to: E (1-2) D (3-4) C (5-6) B (7-8) A (9-10) create a visual image use a/some techniques to create a visual image use visual techniques to create a literal representation of power concepts use visual techniques to produce a coherent representation of the nature of power use visual techniques to produce a creative representation of the nature of power Attached is a series of visual representations from a previous Preliminary task. The annotation (notes) indicate why the image earned the mark it did. It is a guide to the marking criteria and does not require you to copy the images as you are free to explore your own design. A coloured version of this document can be found on the College website. Also attached is a list of Apple photo apps that may give you ideas or methods with which you could manipulate images for your task.

2 Representation Exemplars The following examples should guide you to understand how the criteria is applied to a visual representation. These examples do not relate to the texts you have studied and are supplied as a guide only. Techniques employed: Nil This is a E range response: create a visual image This is not a student representation as requested by the task. The use of images from other sources, in this case images taken from the film versions, are the work of the original composer not the student. While they may have chosen images that evoke feelings or address key ideas in the texts, it does not show any intentional use of visual techniques by the student as required by the task.

3 Techniques employed: symbolism placement/layout repetition This is a D range response: use a/some techniques to create a visual image While this representation has found some images symbolic of large ideas or concepts, there are only vague connections between the image and the texts, requiring the responder to make connections and draw their own conclusions about what the image is trying to represent. Simple repetition has been a lazy way of acknowledging the similarities between the texts when the student should have been distinctly addressing specific ideas. Largely, this image relies on the emotions that each image contains to express ideas about the texts, rather than any attempt by the student to achieve such emotions through their use of visual techniques.

4 Techniques employed: colour placement/layout text This is a C range response: use visual techniques to create a literal representation of the nature of ******* While this representation has used colour (red and monotones) to represent the oppressive and dangerous nature of the societies in the texts, it is largely a literal representation of the events or features of the plot. For example, surveillance cameras, roses, Room 101, the eye viewing from the TV screen, the rioting, uniformed members of a community, the Big Ben Clock, destruction of a public building, are all exact elements found in the two texts. In this case the representation is largely a recount of what occurs in the text rather than the student s representation of the theme or key concepts that the task asked for.

5 Techniques employed: symbolism colour placement/layout This is a B range response: use visual techniques to produce a coherent representation of the nature of ********* This representation brings together many of the central ideas in the two texts it represents (1984 and V for Vendetta) to create a collage that is logically connected and works together as a whole. It is methodically organised and it is a complete expression of the relationship between the two texts and its key ideas. The high reliance on suitable symbolism has moved it away from a literal representation.

6 Techniques employed: symbolism colour placement/layout demand repetition size This is a A range response: use visual techniques to produce a creative representation of the nature of ********* This representation moves beyond the B range as it the effect it has on the responder comes from how creatively it has been composed. The salience of the eyes staring straight at the responder is very strong and cleverly uses demand to achieve an uncomfortable response that is indicative of the texts it represents (1984 and V for Vendetta). Key ideas of puppetry and oppression are given equal attention and their layout affirms the equal attention given to them by both texts. The repetition of the mantras in the background, while literal, show how they are embedded in the society portrayed in 1984 stirring feelings of unease at how entrenched practices can become established within society. The lone figure relies on colour to show the individual, alone against his society, as well as size to indicate the smallness or lack of individual power and freedom afforded the protagonists of these texts. This, like the texts, causes pity in the responder and feelings of anger and resentment that society has the potential to dominate its citizens. Furthermore, the layout has the individual appearing below the other elements to represent the overwhelming imbalance of power. The symbolism and repetition of the Guy Fawkes mask that is in the background cleverly represents that under such oppression, the potential for revolt and uprising exists ready to emerge when possible. This representation is evidence of a strong effort to address the key ideas of the texts through the use of visual techniques AS WELL AS giving clear thought to the effect of these techniques on the responder.

7 PHOTO APPS the following apps may assist you to alter images/photos to achieve your desired representation. Some are free, some are pad apps. You are not required to use them and they are merely suggestions that may help. Noir Photo Cartoon Photo Mess Strip Design Tilt Shift Generator Pencil vs Camera 100 Cameras in 1 Pano Camera Slow Shutter Cam Cartoonatic Grungtastic Hipstamatic Lens Flare Fotobabble 3D Photo Fracture TTV Camera Effects Color Splash Phoster

8 Blurb Mobile Word Foto atypo Picture Montage Labelbox ToonPAINT Tiny Planet Photos SketchMee Doodle Booth Color Focus BlurFX AudioBOO Paper Artist Curved Text Wordswag Phringly Doodle Cam Cartoon Camera Manga Camera Motion Effect Popsicolor