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Progression Point Examples in The Arts (Media)

For Levels 5 and 6, progression point examples are provided for each of The Arts disciplines. For Levels 1 to 4, the progression point examples are combined.

 

Progressing towards: Level 5 | Level 6     Downloads | Show all

Progressing towards Level 5


  Progression point 4.25   Progression point 4.5   Progression point 4.75  
At 4.25, the work of a student progressing towards the standard at Level 5 demonstrates, for example: At 4.5, the work of a student progressing towards the standard at Level 5 demonstrates, for example: At 4.75, the work of a student progressing towards the standard at Level 5 demonstrates, for example:
Creating and making
  • awareness of purpose and audience when planning a media product
  • awareness of basic ways that equipment can be used in selected media forms
  • incorporation of influences to communicate ideas about themselves and/or others
  • understanding of approaches that can be used to evaluate the effectiveness of the final media product in achieving intended aims
  • generation of ideas for media products in response to stimulus materials; for example, through brainstorming
Creating and making
  • selection of appropriate genre and/or style when planning a media product for a specific audience
  • experimentation with appropriate media equipment when making media products
  • understanding of an appropriate media form to communicate an idea or intention
  • investigation of a range of source materials to explore ideas for media products
  • ability to reflect on the final product and make suggestions for improvement; for example, through an annotated design plan
Creating and making
  • consideration of relevant stylistic elements of a media form when preparing a product for a defined audience
  • trials of production techniques appropriate to a selected media form
  • selection of appropriate production techniques to communicate effectively a chosen style and/or genre
  • incorporation of research findings when developing ideas for media products
  • application of reflection and evaluation processes at key stages when creating a media product
Exploring and responding
  • awareness of the nature and structure of a variety of media forms and texts
  • awareness of some features of media texts that place the work in a particular culture, tradition or genre
  • understanding of ways that media texts can be identified as being products of their time and place
Exploring and responding
  • identification of the structure of media forms and texts, expressed in language appropriate to the media style or genre
  • identification of ways visual and/or technical elements are used in media texts from a range of cultures, traditions and styles or genres
  • understanding and ability to show that all media texts and products are influenced by their time and place of production
Exploring and responding
  • analysis of media texts, using language appropriate to the media style or genre
  • contribution to discussions about the effect on an audience of specific production techniques in media texts from a range of cultures, traditions and styles or genres
  • comparison of social and cultural contexts of a range of historical and contemporary media texts

The learning focus statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 5.

Level 5 standard

Creating and making

At Level 5, students, independently and collaboratively, plan, design, improvise, interpret, evaluate, refine, make and present arts works that represent and communicate ideas and purpose. They experiment with, select and use appropriate skills, techniques, processes, media, materials, equipment and technologies across a range of arts forms and styles. They generate and develop ideas that explore particular concepts, techniques and issues when making arts works. They combine and manipulate arts elements, principles and/or conventions to represent and communicate ideas and develop imaginative solutions to set tasks. They maintain a record of the creating and making of their arts works and explain their decisions about how they present arts works for specific purposes and audiences.

Exploring and responding

At Level 5, students research, observe and reflect on their explorations to develop, discuss, express and support opinions about their own and others’ use of arts elements, principles and/or conventions, skills, techniques, processes, media, materials, equipment and technologies. They compare, analyse, evaluate, and interpret the content, meaning and qualities in arts works created in different social, cultural and historical contexts, offering informed responses and opinions and using appropriate arts language. They describe aspects and requirements of different forms, audiences and traditions, and identify ways that contemporary arts works, including their own, are influenced by cultural and historical contexts. They use appropriate arts language.

 
 
Progressing towards Level 6


  Progression point 5.25   Progression point 5.5   Progression point 5.75  
At 5.25, the work of a student progressing towards the standard at Level 6 demonstrates, for example: At 5.5, the work of a student progressing towards the standard at Level 6 demonstrates, for example: At 5.75, the work of a student progressing towards the standard at Level 6 demonstrates, for example:
Creating and making
  • understanding of how concepts of audience can shape the planning of a media product
  • application of appropriate production techniques to communicate intended ideas when planning and developing media products
  • use of appropriate production techniques to communicate ideas effectively in media products
  • visual and annotated examples of decision making when planning media products to communicate meaning
  • reflection about planning and creation processes used to make own and peer media productions
Creating and making
  • understanding of the relationship between audience and genre when planning a media product
  • experimentation with visual and/or technical codes in accordance with selected genre and/or style when developing plans for a media product
  • considered application of appropriate media forms, techniques and processes to communicate an idea, intention and/or genre
  • documentation of trials of production techniques that refer to intended outcome/s
  • evaluation of own media product/s to achieve intention more effectively
Creating and making
  • planning of a media product that shows awareness of how codes and conventions within a genre may be manipulated to engage an audience
  • refinement and application of genre-specific codes and conventions to communicate an intended meaning or style
  • refinement of production techniques relevant to the selected media form to convey meaning effectively
  • ability to investigate a range of media forms, examining alternate ways of achieving intended purpose
  • critical evaluation focusing on intention, process and completed product in relation to their own and peer media productions
Exploring and responding
  • contribution to classroom discussions about different ways that meaning can be communicated in selected media texts
  • use of appropriate language to describe the use of production techniques, genre, technologies, equipment and/or processes in professionally produced media texts
  • awareness of cultural and historical influences on a range of contemporary and traditional media texts
Exploring and responding
  • observation and interpretation of media texts to uncover a variety of possible meanings
  • use of appropriate media language to communicate understanding of the relationship between selected genres and associated codes and conventions
  • informed knowledge of characteristics common to media texts from the past and present, and from different times and places
Exploring and responding
  • comparative analysis of the ways that codes and conventions and production techniques have been used in selected media texts
  • confident and appropriate use of media language when observing, discussing and reflecting on professionally produced media texts
  • use of research to support a comparative analysis of characteristics of media texts from selected forms from a broad range of cultural, social and historical contexts

The learning focus statement provides advice about learning experiences that will assist students to work towards the achievement of the standards at Level 6.

Level 6 standard

Creating and making

At Level 6, within and across areas of specialisation, students apply decision making skills to find the most effective way to implement ideas, design, create and make arts works devised from a range of stimuli, demonstrating development of a personal style. They evaluate, reflect on, refine and justify their work’s content, design, development and their aesthetic choices. Students realise their ideas, represent observations and communicate their interpretations by effectively combining and manipulating selected arts elements, principles and/or conventions to create the desired aesthetic qualities. Independently and collaboratively, they apply their knowledge and understanding to design, create and produce arts works influenced by the style of particular artists or cultures. They vary the content, structure and form of their arts works to suit a range of purposes, contexts, audiences and/or the conventions of a specific style, and demonstrate technical competence in the use of skills, techniques and processes. They effectively use a range of traditional and contemporary media, materials, equipment and technologies. They maintain a record of how ideas develop in the creating, making and presenting of their arts works.

Exploring and responding

At Level 6, students observe, research and critically discuss a range of contemporary, traditional, stylistic, historical and cultural examples of arts works in the disciplines and forms in which they are working. They analyse, interpret, compare and evaluate the stylistic, technical, expressive and aesthetic features of arts works created by a range of artists and made in particular times and cultural contexts. They describe and discuss ways that their own and others’ arts works communicate and challenge ideas and meaning. They use appropriate arts language and, in the arts works they are exploring and responding to, refer to specific examples. They comment on the impact of arts works, forms and practices on other arts works and society in general.

 
 

Downloads 

The standards and progression point examples for The Arts can be downloaded in either PDF or Microsoft Word format.

  PDF format Word format
Levels 1 to 4  
The Arts PDF (187KB) DOC (157KB)

Levels 5 and 6
 
Art PDF (186KB) DOC (162KB)
Dance PDF (112KB) DOC (144KB)
Drama PDF (211KB) DOC (163KB)
Media PDF (124KB) DOC (142KB)
Music PDF (174KB) DOC (151KB)
Visual communication PDF (120KB) DOC (146KB)


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