Units

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Sample subject outline - Semester 2 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

New Media literacies are essential for successful participation in contemporary societies. With the increasing role of new digital technologies in all aspects of our lives, including our work, leisure and creative pursuits, schools are increasingly offering media studies and media production courses in the senior secondary years and are providing students with opportunities to use new technologies in ways that allow for critical reflection and aim to develop critical media literacy. These developments need to be considered in the broader context of debates about media literacy and theories related to young people's interactions with media. This unit builds upon the work students completed in the first Film and Media Studies curriculum unit.

Aims

In this unit you will be introduced to principles and practices related to (i) the nature of Film and Media Curriculum in specific discipline areas (ii) how senior secondary students learn about Film, Television and New Media, and the curriculum documents that are used to support this (iii) providing quality planned experiences and supportive environments for learning.

Objectives

On successful completion of this unit you should be able to:

1. Design and implement engaging and flexible learning experiences for senior secondary film and media studies students through incorporating various strategies, showing an understanding of the constructed nature of knowledge, drawing on relevant curriculum frameworks and using media related ICTs for learning and assessment [QCT standard One].

2. Design and implement intellectually challenging learning experiences through identifying and knowing how to engage students in the investigation of worthwhile topics, problems and issues; through a sound knowledge of film and media education key concepts as outlined in curriculum documents and through developing strategies for media related ICTS [QCT standard Three].

3. Design and implement learning experiences that value diversity through establishing environments in which individual and group differences are valued and respected and all students are treated equitably and contribute effectively to professional teams through working on media productions and drawing on personal skills, professional expertise and working responsibly [QCT standard Four and Nine]

4. Assess and report constructively on student learning by establishing learning goals and assessment requirements that meet relevant policies, curriculum frameworks and students' experience and needs and by developing appropriate assessment criteria according to curriculum policy documents [QCT standard Five].

5. Design and implement learning experiences that develop language, literacy and numeracy and through explicitly teaching related skills, showing knowledge of language forms and features and textual structures of spoken, written, visual and multimodal texts, and how these can be supported through the use of ICTs [QCT standard Two].

Content

This unit introduces the theory, practice and pedagogies of film, television and new media education, using the Queensland secondary education context as a case study. This includes the application of the Queensland Studies Authority Senior Film, Television and New Media syllabus for curriculum and assessment planning and a consideration of the role of new media technologies in the classroom. Students will consider issues and debates about the teaching of media and popular culture and consider its relationship to the development of youth identities.

Approaches to Teaching and Learning

Constructivist learning is the main approach used to organise this unit as students are involved in problem based learning as they develop curriculum documents for specific learning contexts. Students are encouraged to position themselves as professional media educators who are beginning their ongoing journey of learning in this field. In particular, they are encouraged to see the clear connection between theory and reflective participation in media culture, both for themselves and their future students. There will be extensive use of digital media production as a means of learning about media literacy and its application through specific classroom activities. In particular, this includes digital video production.

Assessment

Formative assessment is provided through feedback in tutorial sessions and/or e-mail discussions and through written comments on initial assignment work.

Summative

Assessment name: Research paper and production
Description: Individual research paper informing group production
Length: Written component: 1500 words, Video 1minute, Group Oral component: 5 minutes each
Due: Weekly group presentations with paper and video due one week after completion of presentation, starting in week seven.
Relates to objectives: 1 & 3
Weight: 40%
Internal or external: Internal
Group or individual: Individual
Due date: See description

Assessment name: Work Program
Description: A school work program meeting the requirements of the Senior Secondary Syllabus in Film, Television and New Media.
Length: 2500 words
Due: Due the week before Field Experience
Relates to objectives: 2, 4, & 5
Weight: 60%
Internal or external: Internal
Group or individual: Individual
Due date: See description

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Texts
Queensland Studies Authority (2005). Film, television and new media Syllabus. Brisbane: QSA.

Buckingham, D. (2003). Media education: Literacy, learning and contemporary culture. Cambridge, Polity.

References
Stewart, C., & Kowaltzke, A. (2008). The Media: New ways and meanings. Milton: Jacaranda Press.

Audiovisual resources
Editing suites and access to cameras through QUT audiovisual unit, Kelvin Grove campus.

Risk assessment statement

Work place health and safety conditions as outlined in the DOEMS apply to the use of electronic and electrical audiovisual equipment. Workplace health and safety protocols apply in relation to computer use. Other than these there are no out of the ordinary risks associated with this unit.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 29-Oct-2012