Clarification details
Updated May 2015. This document has been updated in its entirety to address new issues that have arisen from moderation.
Focus of the standard
The standard requires students to analyse significant aspects of unfamiliar visual and/or oral text through close viewing/listening. Students need to show understandings and make interpretations from the text itself. Background information, e.g. about the text/director/actors, and/or summaries of the text, does not provide close viewing/listening. This standard focuses on the same close reading skill that is assessed in the external, unfamiliar text standard 91100; however, the text type being closely read is visual and/or oral, rather than written.
Close viewing/listening techniques
Students analyse how aspects, such as the development of a particular idea, character or atmosphere, are created by the effects of visual and/or oral language features. Visual and oral language features frequently used in close viewing/listening may include:
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Ambient sound/silence |
Dialogue |
Narration/voice-over |
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Body language |
Editing |
Props |
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Camera work / cinematography |
Rhetorical devices |
Colour |
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Composition |
Imagery |
Sound effects |
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Special effects |
Lighting |
Structure |
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Costume |
Music |
Production design |
Use of templates
If a template has been used for the assessment, teachers must ensure that the space provided allows students to sufficiently analyse the aspects and to demonstrate their understanding of how aspects work together.
Independent and unfamiliar assessment
Although a visual or oral text can be viewed in class, and teachers can choose the visual/oral language features to be studied, these must be taught using different text/s or extracts from those used for assessment. The expectation is that students are to demonstrate understanding from unfamiliar texts studied independently.