ASSIGNMENT OR PRACTICAL TASK

STUDENT PC CLASS

TEACHER Miss Braidwood SUBJECT Year 7 Media Arts

UNIT/TOPIC The New Eye – Film Posters TERM/SEMESTER Term 4, 2022

ASSESSMENT INFORMATION
TECHNIQUE Folio of works ADJUSTMENTS
(listed on
NOTICE OF TASK 5 weeks’ notice following
page)
 Product component: 1x film poster creation
 Written component: 300-400 words
TASK LENGTH: WORD OR TIME LIMIT Suggested word lengths:
CONDITIONS o Poster Reflection: 100-150 words
o Poster Analysis: 200-250 words
# DRAFTS ACCEPTED 1 draft plus teacher conferencing available on request
INDIVIDUAL / GROUP TASK Individual
ADDITIONAL CONDITIONS      
1. Read the task question / instructions carefully. Pay attention to any information regarding
context, role, purpose or audience that may be listed on the following pages.
2. Read the criteria on which you are being assessed carefully. Ask your teacher if you do not
GENERAL understand the criteria sheet.
DIRECTIONS
3. The dates below represent the FINAL date and time work will be accepted for this
task. You are encouraged to submit work before the due date.
4. Any extensions must be approved beforehand as per the College assessment policy.

DUE DATES
DAY / DATE TIME METHOD OF SUBMISSION
DISTRIBUTED Thursday, February 9th (Week 3) 12:00pm Distributed via Learner.Link
POSTER DRAFTS Thursday, February 23rd (Week 5) 12:00pm Submission through Learner.Link
ANALYSIS DRAFT Thursday, February 23rd (Week 5) 12:00pm Submission through Learner.Link
FINAL Thursday, March 9th (Week 7) 12:00pm Submission through Learner.Link

STUDENT DECLARATION
BY SUBMITTING THIS ASSESSMENT, I ACKNOWLEDGE THAT:
1. This task is my own work, or my group’s own unique group assessment. I acknowledge that copying another
person’s work or ideas is wrong, and that submitting identical work to others constitutes plagiarism.
2. I have not allowed anyone to copy my work with the intention of passing it off as their own work.
3. I understand that my research must be accurately referenced (APA 7 th edition). I have followed the rules and
conventions concerning referencing, citation and the use of quotations as directed by my teacher.
 
ADJUSTMENTS TO ASSESSMENT ITEM
Please tick to indicate adjustments applied to the assessment for students on IEPs and SPs.

Adjustments should reflect the student’s IEP or Support Plan and be made in consultation with the student wherever
possible.

TYPE EXAMPLE OF ADJUSTMENT YES ADDITIONAL DETAILS

• extra time: supervised tasks (additional 10
minutes per 30 minutes)
TIMELINE      
• extended due date: non-supervised tasks
• multiple due dates for sections

• additional draft dates to help with

# DRAFTS
planning, organisation or complexity of task      
ACCEPTED (indicate number)

• additional scaffolding provided

SCAFFOLDING      
• use of visuals (e.g., graphic organiser)

• alternative font type (e.g., dyslexic), colour

FONT / COLOUR / or size
     
FORMAT OF TASK • alternative paper colour or size
• changes to task format
• preferred seating
• alternative location
PHYSICAL • breaks allowed      
• access to scribe or use of computer
• learner aide for practical tasks

• restricted audience
• pre-recording instead of live presentation
PRESENTATION
• use of computer      
FORMAT • open book / notes / visual aids (supervised
tasks)
• audio book / eBook
• use of visuals (e.g., graphic organiser)
ASSISTIVE
• text-to-speech software      
TECHNOLOGY • FM listening system
• talking calculator

• additional assistance with comprehension

COMPREHENSION (e.g., task / questions read aloud)      
• use of dictionary / thesaurus

• please list
• Please note substantial task
alterations apply to MODIFIED students
OTHER only (in consultation with SWAN)      
FOLIO – YEAR 7 MEDIA ARTS IN PRACTICE

CONTEXT
You have been asked by a production company to take part in reviewing and creating movie posters for current
and future movies. The company, Posters Unlimited, wants to provide their customers with a wide selection of
engaging posters that will entice audiences to watch the advertised movies.

TASK
You are to produce a folio of items to present to Posters Unlimited. The folio comprises of a product and
written component.

Product Component
 Using Canva.com, you are to create a poster for a new movie; or recreate a poster for an existing
movie
 Your poster must follow generic film poster conventions (e.g. it should have a title, image(s), credits, rating,
etc.)

Written Component (300-400 words)

For your written component, you should complete an analysis as well as a reflection.
 Poster Reflection – Reflect on your poster creation and design choices (100-150 words)
You could discuss the following in your poster reflection:
o Planning and ideas – you could create a mood bord or list out your ideas before starting.
o Challenges and changes – Document any changes you made along the way based on
challenges you experienced with creating the poster design.
o Your design choices – discuss the choices behind your design (for example: why you chose the
images and colours that you chose, discussion of any special effects or filters used and why
you used them.)
o Conclusion – Wrap up your reflection by discussing the final outcome – what you like about it
and what you might do differently next time.
 Poster Analysis – Analyse an existing film poster using the graphic organiser provided by your
teacher. This poster will ask you to consider the following:
o Colour
o Light
o Font
o Composition

SCAFFOLDING
 Apply your knowledge of the film poster genre to design and create a film poster of your own
 Reflect on your design choices in a reflective paragraph
 Select a film poster of your choice to analyse (be sure to check this with your teacher before
proceeding)
 Demonstrate your knowledge of film poster genre to analyse the elements of a film poster

STIMULUS
 Learner.Link course
 An assortment of movie posters

CHECKPOINTS
Please note that the following checkpoints are for you to keep yourself accountable and meet task deadlines.
 Week 3: Task distributed via Learner.Link.
 Week 5: Drafts to be submitted through Learner.Link.
 Week 6: Verbal conferencing with teacher available upon request
 Week 7: Completed final task to be submitted through Learner.Link.

ADDITIONAL INFORMATION
GENRE Project
AUDIENCE Teacher, peers.
PURPOSE To demonstrate your understanding of biomes
 Analyse
 Explain
 Apply
 Justify
COGNITIVE  Consider
 Produce
VERBS  Create
 Propose
 Demonstrate
 Reflect
 Design

CRITERION RESULT
Responding
Making
Overall

The folio of student work has the following characteristics:
Standard A
15 14 13
Identification and thorough analysis
of:
 Discerning evaluation of how
they (as artist) and other
Responding
makers and users of media
artworks form different
cultures, times and places use
genre and media conventions
and technical and symbolic
Knowledge, understanding and skills
elements to make meaning.
Collaboration with others in design
and production processes through
the application of appropriate key
concepts that demonstrate:
 purposeful and effective
representation of social values
and points of view in media
artworks for particular
Making
audiences and contexts.
 insightful and effective use of
genre and media conventions
and purposeful and effective
shaping of technical and
symbolic elements for specific
purposes and meaning.
 purposeful and effective
control of equipment and
technologies to achieve
intentions.
Name:
Responding Making
Year 7 Media Arts – Assessable elements and descriptors
Standard B
12 11 10
Identification and informed analysis
of:
 Informed evaluation of how
they (as artist) and other
makers and users of media
artworks form different
cultures, times and places use
genre and media conventions
and technical and symbolic
elements to make meaning.
Collaboration with others in design
and production processes through
the application of appropriate key
concepts that demonstrate:
 effective representation of
social values and points of view
in media artworks for particular
audiences and contexts.
 effective use of genre and
media conventions and
effective shaping of technical
and symbolic elements for
specific purposes and meaning.
 effective control of equipment
and technologies to achieve
intentions.
Overall
Achievement
Standard C
9 8 7 6
Identification and analysis of:
 Evaluation of how they (as
artist) and other makers and
users of media artworks form
different cultures, times and
places use genre and media
conventions and technical and
symbolic elements to make
meaning.
Collaboration with others in design
and production processes that
demonstrate:
 representation of social values
and points of view in media
artworks for particular
audiences and contexts.
 use of genre and media
conventions and shaping of
technical and symbolic
elements for specific purposes
and meaning.
 control of equipment and
technologies to achieve
intentions.
Standard D
5 4
Identification and description of:
 Explanation of how they (as
artist) and other makers and
users of media artworks form
different cultures, times and
places use genre and media
conventions and technical and
symbolic elements to make
meaning.
Collaboration with others in design
and production processes that
demonstrate:
 partial representation of social
values and points of view in
media artworks for particular
audiences and contexts.
 use of aspects of genre and
media conventions and shaping
of aspects of technical and
symbolic elements for specific
purposes and meanings.
 partial control of equipment
and technologies.
Standard E
3 2 1
Identification and statements about:
 Statements about how they (as
artist) and other makers and
users of media artworks form
different cultures, times and
places make meaning.
Collaboration with others when
producing media artworks that
demonstrate:
 fragmented representation of
aspects of social values and
points of view in media
artworks for particular
audiences and contexts.
 sporadic use of aspects of
genre and media conventions
and shaping of aspects of
technical and symbolic
elements for specific purposes
and meaning.
 use of equipment and
technologies.