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General comments note strong basic awareness but common difficulties in evaluating and analysing key knowledge at the required depth. Specific sections cover narrative production elements, definitions of acting and mise en scène, and how production elements shape audience engagement, along with example analysis and question-by-question performance data.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/2009-media-ga-3-examination-assessment-report/315237/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/2009-media-ga-3-examination-assessment-report/315237.png","ImageObject",300,407,{"name":92,"@type":93},"\tCallum ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-11","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What skills and knowledge did the 2009 Media GA 3 examination focus on?","Question",{"text":112,"@type":113},"Students demonstrated key knowledge and key skills from the VCE Media Study Design, including the ability to apply knowledge to analyse media texts and issues.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What was required in Question 1 and what issues did students have?",{"text":117,"@type":113},"Students had to define two production elements. Acting and mise en scène were often poorly defined, with some students confusing whole elements with separate aspects (e.g., setting or costume).",{"name":119,"@type":110,"acceptedAnswer":120},"How did Question 2 assess engagement with a character?",{"text":121,"@type":113},"Students had to explain how the production elements defined in Question 1 enhanced the audience’s engagement with a character, rather than discussing only a major character or single keywords.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},315237,1790961604,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},137451211410,"https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240","2009 Assessment  \nReport  \n2009 Media GA 3: Examination  \nGENERAL COMMENTS  \nThe 2009 Media examination gave students the opportunity to demonstrate not only their grasp of the key knowledge and key skills as outlined in the VCE Media Study Design 2003–2011, but also their ability to apply such knowledge and skills in studies of media texts and issues. Students needed to be able to evaluate the key knowledge, understand how different areas interact and relate, and show that they can use this knowledge to develop new ideas or analyse media products. Most students showed good basic awareness of the areas of key knowledge, but many had difficulties evaluating or analysing aspects of it as required in the key skills.  \nSPECIFIC INFORMATION  \nNote: Student responses reproduced herein have not been corrected for grammar, spelling or factual information.  \nSection A – Narrative  \nStudents were able to demonstrate their knowledge of production and story elements and how these elements work together in the construction of media texts. They were able to select examples from their own texts and many students used this opportunity to ensure the examples chosen clearly demonstrated how an element worked in constructing the overall text. Again, Run, Lola Run and Psycho were texts not well used because students focused on how one element was used in one specific example, rather than on how it was used in film as a whole. For example, some students wrote about the shower scene in Psycho as though it was the only example of editing in the film.  \nQuestion 1  \n\n| Marks | 0 | 1 | 2 | Average\u003Cbr>1.6 |\n| --- | --- | --- | --- | --- |\n| % | 4 | 30 | 66 |  |\n\nStudents were required to define two production elements in this question. Most students were able to identify two production elements; however, some had problems defining them. Acting and mise en scène in particular were often poorly defined. Mise en scène includes setting, lighting, costume, and the behaviour of figures, and implies the director’s control over what appears in the frame – the way the director stages the event for the camera. At times, aspects of an element were defined as though they were the whole element, or students named aspects of a product that were not production elements as identified in the VCE Media Study Design. Examples of wrong aspects included setting, costume, CGI or camera angles.  \nQuestion 2  \n\n| Marks | 0 | 1 | 2 | 3 | 4 | 5 | Average\u003Cbr>2.7 |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| % | 5 | 11 | 27 | 30 | 17 | 9 |  |\n\nThis question required students to show how the production elements defined in Question 1 were used to enhance the audience’s engagement with a character. Students who were unable to identify and define two production elements satisfactorily usually produced poor answers. Many students did not respond to the whole question and instead wrote about one or two key words in the question. Many simply discussed a major character. These responses did not explain how the chosen production elements worked together in the text or how they affected the audience’s engagement with a character.  \nThe following response discusses visual composition and lighting in Noise. It uses analytical language successfully and shows an understanding of the text as something that has been consciously constructed.  \nIn ‘Noise the character of Graham McGan is introduced lit in neon lights, framed within a tunnel, appearing initially center frame and then to the left of frame. The neon lighting expresses to the audience that this character exists inside a no nonsense world. Neon lights reveal all dirt and wash out the features of Graham. His humanity is apparent, but also a darker side a dirty side. The tunnel in which Graham is framed in reveals to the audience that Graham is trapped metaphorically in a liminal place in his life, waiting for something. Placing Graham to the left of the frame makes him appear visually significant in frame …. Both elements togethe","cbCainwdVM4ImZJ9","https://ap.wps.com/l/cbCainwdVM4ImZJ9","pdf",147521,"English","# GENERAL COMMENTS\n# SPECIFIC INFORMATION\n## Section A – Narrative\n## Question 1\n## Question 2\n## Question 3","[{\"question\":\"What skills and knowledge did the 2009 Media GA 3 examination focus on?\",\"answer\":\"Students demonstrated key knowledge and key skills from the VCE Media Study Design, including the ability to apply knowledge to analyse media texts and issues.\"},{\"question\":\"What was required in Question 1 and what issues did students have?\",\"answer\":\"Students had to define two production elements. Acting and mise en scène were often poorly defined, with some students confusing whole elements with separate aspects (e.g., setting or costume).\"},{\"question\":\"How did Question 2 assess engagement with a character?\",\"answer\":\"Students had to explain how the production elements defined in Question 1 enhanced the audience’s engagement with a character, rather than discussing only a major character or single keywords.\"}]","2009 Media GA 3 - Examination - Assessment Report | PDF",1789904023,13]