3. How do the gender, ethnicity, and socio-economic status of groups of young people influence the ways in which they are represented in media? NEWT SCAMANDER > MASCULINITY

2. To what extent is the portrayal of young people in media determined by the expectations of the audience?

5. In what ways do media address the recreational and educational needs of young people?

1. What images of young people can be founds in media? TEEN FILMS > Mean Girls

In what ways do media organisation create audiences and markets for products related to cult television programs or films?

How may cult television programs or films challenge the conventions adopted by mainstream media?

2. Why do audiences of cult television program or films form communities of interest?

1. What features to cult television programs or films attract specific audiences?

2. To what extent is the documentary as accurate account of an event or issue?

How may viewing a documentary change the ways in which individuals view the world?

4. What issues might creators of a documentary encounter in finding an audience for his or her work?

AT2_2 Identify relevant production techniques ans styles to be used

AT2_1 Create a production and dissemination plan and schedule

3. Suitability of the final media product for its intended audience

4. Ways in which the media product uses or challenges the conventions of the selected text.

Students analyse literary features to develop an understanding of the construction of characters, including the exploration of gender and power relationships.

Students consider features specific to the text, such as the use of physical and socials settings, narrative and stylistic features, and the themes or issues explored.

Students complete a reading from a literary and/or historical perspective, considering the origins of the text, the purpose of the writer, how the text was understood and received at the time it was written, and how this differs from contemporary readings.

Evaluation of skills exploration and application may be written or oral. Written or oral introductory comments, and annotated or oral reflective and analytical comments, should be recorded throughout the skills development. Students should also make some concluding evaluative observations about their skills exploration and application process.

Some oral evidence of documentation and evaluation may emerge from teacher-led discussion and questions. This evidence should be recorded by the student, in electronic form or in note form or another written form.

All experiments or explorations with genres, styles, media, materials, techniques, processes, and technologies should be recorded. Students who experiment with printmaking, sculpture, or painting techniques may find that photographic evidence (either digital or on film) provides enough clarity and detail for assessment purposes. Students who practise their instrument, produce installations, develop ideas for events, or rehearse a dramatic piece need to gather evidence in the form of audio/visual digital recordings so that they can select samples of their skills development for assessment.

Photo Journalism: Aaron Huey: Prisoners of War

Street Photography: Humans of New York

I_2.3 Transitional Objects: Archetypes

What tools, techniques or processes did you use to create your artwork?

Portrait & Fashion Photography: Richard Avedon, Pierre et Gilles, David La Chapelle