Decree Amending The Decree On Training For The Two-Year Hf (Hf-Notice) (Group Test In Media Studies)

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til toårigt hf (hf-bekendtgørelsen)(Gruppeprøve i mediefag)

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Overview (table of contents)



Annex 1








The full text of the Ordinance amending the Decree on training for the two-year hf (hf-notice)

(Group test in media studies)

§ 1

In executive order No. 735 of 22. June 2010 concerning the programme to the two-year hf (hf-notice), as amended by Decree No. 742 of 28. June 2012, is amended as follows: 1. Annex 16, media studies C, is replaced by Appendix 1 to this notice.

section 2 of the Ordinance shall enter into force on the 20. August 2012 and has effect for students who follow the teaching and presenting sample in it included courses after this date, however, not for on-or ill try on summer period 2012.

The Ministry of children and teaching, the 16. August 2012 P.M.V. Lars Mortensen/Mads B



Annex 1



» Annex C – two-year media studies hf, 16 august 2012

1. Identity and purpose

1.1. Identity

Media subject's subject-field is moving images in an aesthetic, cultural and communicative context. The course combines a theoretical-analytical and operational-locational approach to moving images.

The course gives students the tools needed to analyze moving images. This is of crucial importance for their ability to experience and evaluate the information and influences, the meetings as users of the media. The course also gives students insight into film and tv's forms of expression in the context of practical production, so that they become active, creative and reflective media users.

1.2. Purpose

Education develops students ' ability to analyze, get a different perspective and assess the Danish and international media productions in the field of fiction and fact and blends between these forms. At the same time, develop teaching the students ' ability to express themselves independently and nuanced in moving images, so that they become active, creative and reflective users of film and television and gives them the opportunity to test their skills in specific practice situations.

2. Professional objectives and technical content

2.1. Professional goals

Theory and analysis

The students must be able to: – use of film language terminology in connection with the analysis of film and television productions



– explain the basic narrative principles and tell relationship



– characterize the fundamental feature of facts and fiction



– identify key genres and application types



– carry out a perspective of film and tv productions.

Practice

The students must be able to: – operate the recording and editing equipment



-plan and implement a media production in groups



– determine the phases of work with a media production



– use of film language terminology in the context of a media production phases



– adapt the form of expression for content and audience



– establish synopsis and storyboard



– apply the basic principles of narrative



– relate analytical to the production process and their own production.

2.2. Core fabric

Nuclear substance is: – film language terminology



– basic narrative principles and tell relationship



– basic features of facts and fiction programmes



– key genres and application types



– production organization, including the preparation of synopsis and storyboard



– incorporate the principles and recording technique



– editing principles and editing technique.

2.3. additional drug

Students will not be able to meet the technical goals alone by using the core substance. The supplementary drug in the media profession be put into perspective and deepen nuclear substance and, in General, expanding the professional horizon, so the students meet academic goals. Historical, cultural, societal and genremæssige perspectives to be involved in teaching.

3. organisation

3.1. Didactic principles

It is a fundamental principle in didactical media subject to integrate the theoretical-analytical teaching in the practical-production and vice versa. The emphasis is on that subject's disciplines is experienced as a whole: in connection with the theoretical-analytical teaching incorporated the subject's terminology and other conceptual framework to be used in the production process. In connection with the production process made a number of practical experience, which can be transferred to the analytical work.

It is located in the subject's didactics, that there will be an interaction between inductive and deductive learning, so that teaching is organised as an equitable distribution between the theoretical-analytical work and the practical-production.

3.2. Working methods

In order to develop analytical, creative, communicative and social competences of the students, use different teaching methods from project work in groups to the classroom.

The theoretical-analytical work should be based on the viewing of films and tv productions. In the beginning we work under the teacher's instruction and guidance with short quotes and shot-to-shot analysis in order to make the students familiar with the subject's terminology and working methods. Work thereafter with the næranalyse of selected scenes/sequences, where the students still more actively participating in the analysis work. Later treated the whole works under the use of more complex analytical methods and forms of work, which weigh students ' independent contribution.

The practical work is carried out as a group and project work and begins with simple, short exercises into production under the teacher's instruction and guidance. Work then with slightly longer exercises where the students gradually be held responsible for major parts of the process. Eventually produced independent productions, where the teacher acts as a supervisor and consultant.

Final produced an exam production that forms the starting point for a portion of the test in the subject. Work with examination production is performed as a group work, unless very specific professional or pedagogical considerations prevail.

3.3. Information technology

It enjoys a central location in the subject, both in connection with the theoretical and the practical dimension.

In the theoretical-analytical work used it for information retrieval, presentation and dissemination of technical fabric. In the production process used it for word processing and information retrieval in præproduktionen and to digital editing in post production.

3.4. Interaction with other subjects

Where possible, paves the way for that profession interacts with other disciplines and professions. Parts of nuclear substance and additional substance in the subject are selected and processed, so it contributes to the strengthening of the professional interaction. This forces the students ' perception of the media profession as a multifaceted discipline that involves historical, cultural, social and aesthetic perspectives.

4. Evaluation

4.1. Ongoing evaluation

The professional goals are the basis for the ongoing evaluation of the students ' point of view and teaching.

The theoretical-analytical courses as well as teaching and learning methods are evaluated with the help of questionnaires, test and/or conversations adapted to the individual modes; Thus, it contributes to ongoing evaluation to the student brought to reflect on his professional development.

All practical production cycle is completed with a common view of the productions for the entire team/class. Then carried out an evaluation of the production, so that the individual groups and the teacher jointly participating in the evaluation of all productions. In addition, evaluates each group its own production cycle of interaction with the teacher.

By interdisciplinary course indgårvalg of evaluation methods of the common organisation.

4.2. test form

There will be held an oral examination consisting of two parts: – a sample of the group/the testees ' exam production, see. item 3.2.



– a sample in the theoretical-analytical substance.

The sample in the group/the testees ' exam production

The basis for this part of the test is the group/the testees ' exam production.

The course decides whether the examination is carried out individually or in groups. When professional circumstances make it necessary, exclude the course an examinee from a group examination.

This part of the exam consists of an introductory paper, where Group/examinee explains and discusses the key elements of production, as well as of an in-depth conversation between group/examinee and examiner on group/the testees ' production. Examiner can ask in-depth questions to the group/the examinee.

Examination time is approximately 10 minutes per examinee for this part of the test, however, a maximum of 40 minutes, regardless of the number of examinees in the group.

The sample in the theoretical-analytical substance

In the preparation time must the examinee use all devices. Communication with the outside world is not allowed. Furthermore, the use of the Internet is not allowed.

The basis for this test is a non-reviewed quote from a movie or a tv show. The quote must be longer than five minutes and must be related to film and television courses, which have been working with in the theoretical-analytical part of teaching. The quote must be accompanied by a sheet containing the necessary credits, as well as possibly indicative questions. Exam quotes may be used three times. The examinee is tested in its ability to raise significant aspects in the quote and make an overview.

The preparation time is about 30 minutes and examination time approx. 30 minutes per examinee for this part of the sample.

4.3. Assessment criteria

The assessment is an assessment of the extent to which the testees ' performance meets the professional objective, as specified in paragraph 2.1.

In the assessment of eksaminandensgennemgang of the quote, the emphasis is on: – the analysis of the film language work products application




– statement for the elementary narrative and genremæssige conditions



– perspektiveringen of the quote to undergone substance.

In the assessment of media production, emphasis is placed on: — the design of picture and audio



– consistency between the objectives, content, design and target audience.

In evaluating eksaminandensredegørelse for production, emphasis is placed on: – the ability to justify the choice of film language tools



– ability to relate analytical-reflected to the own production.

One character is given on the basis of an overall assessment of the production and the testees ' performance in "two parts. '