Decree Amending The Decree On The Training Of Secondary School (Stx-Order) (Group Test In Drama And Media Studies)

Original Language Title: Bekendtgørelse om ændring af bekendtgørelse om uddannelsen til studentereksamen (stx-bekendtgørelsen)(Gruppeprøve i dramatik og mediefag)

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Overview (table of contents)

Appendix 1





Appendix 2





Appendix 3





Appendix 4





The full text
Decree amending the Decree on the training of secondary school (stx-Order)
(Group test in drama and media studies)
§ 1
Order no. 692 of 23 June 2010 on training for secondary school (stx-Order), as amended by Executive Order no. 1060 of 8 september 2010 and Executive Order no. 10 of 6 January 2011, is amended as follows:

1. Annex 16 Drama B is replaced by Annex 1 to this Order.

2. Annex 17, Drama C is replaced by Annex 2 to this Order.

3. Annex 38, Medienberufe B is replaced by Annex 3 to this Order.

4. Annex 39, Medienberufe C is replaced by Annex 4 to this Order.
§ 2


The Order comes into force on 1 August 2012 and is valid for students following education and exams in the covered subjects after this date, except for reconstruction or re- take on the summer period 2012.

Ministry for Children and Education, June 28, 2012
PMV
Lars Mortensen
/ Mads Bentzen



Appendix 1

'Annex 16

Drama B - stx, June 2012
first The identity and purpose
1.1. Identity
Drama is a subject that connects the creative processes in drama and theater with a discussion of the aesthetic results. This means that the program deals with creating, understand and reflect on the various forms of performing arts in a current or historical context.
The substance is human actions and relationships that are often marked by conflicts. Term Funds are the drama and the performing arts: body, voice, language and technical tools.
Reflection on the aesthetic results are from a description and understanding of the creative processes of analysis, interpretation and perspective of theatrical performance and other performative expression.
1.2. Purpose
Faget drama B contributes to the program's overall objective, by students achieve both basic skills in creating, realizing and analyzing scenic expression which act to develop and realize their own ideas, including entering into binding partnerships for the realization of the ideas for a defined target group.
The emphasis is partly on students' ability to analyze and evaluate both the process and the result, in part on their ability to combine theory and dramatic practice in a reflective manner. Students acquire skills and knowledge of selected forms of drama and theater and these kunstformers importance to human understanding and development.
In working with the drama and theater and through the involvement of skills from other subjects, pupils develop an understanding of the relations between the European and global art and culture.
Second Academic goals and academic content
2.1. Academic goals
Students should be able to:



- Create and understand different forms of theatrical expression

- Analyze and qualify the understanding of the creative practice of key concepts from drama and theater

- Reflect systematically process and product and engage in a dialogue about the choices taken

- Demonstrate knowledge of the subject's identity and methods

- Understand and apply theories of European drama and theater and see them in a historical context

- Explain in more detail the two theories, one of which may be from a non-European culture

- Work creatively, innovatively and independently in interaction with others, in order to create concrete ideas for a defined target group.

2.2. Basic courses
core substance is:



- Basic principles for the development and realization of an idea

- Basic principles for reception and recognition through art

- Basic concepts, techniques and methods of work with drama, dramatic arts and theater

- Three theater historical periods, at least prior to and at least after 1950

- Recent European drama and modern staging principles

- The live theater and other performative expression seen in an artistic and cultural context.

2.3. Additional substance
Students will not be able to meet the academic goals using only the core substance. The additional substance in the drama B to be put into perspective and deepen the core substance and in general open to new knowledge and interaction with other disciplines, so that students can meet the academic goals.

Third The organization
3.1. Didactic principles
teaching is organized so that every course is an integration of the practical-experimental and theoretical and analytical work, and taking into account that the course is to give students a sense of drama and theater as ways of experiencing, thinking, explore and produce reality.
Students' academic learning is built up from two different observation positions, one when as participants in an exercise or realization will have specific experience with a drug, the other when as spectators observe, responds, analyze and reflect. In this way based teaching bridge between the creative and scientific.
The module interfaces with and all other humanities subjects like social science curricula and some of the natural sciences. It is therefore essential that teaching is organized so that students get the opportunity to involve the professional knowledge and skills they achieve in other subjects.
To strengthen students' understanding of quality must include courses in which students meet the professional environment, either as spectators or in collaboration.
3.2. Work methods
progression in education goes from working with simple exercises and realizations of ideas or texts of small projects and short courses to at least two independent project work.
The initial phase will be characterized by teacher direction and that the whole team is working with joint compound and issues while later alternates between teaching management and students' independent work in groups.
In at least two projects, one of which is presented at the final exam, students individually or in groups one at a time, including formulating an idea and realize it for a defined target group. In this phase, the teacher's role constructively critical adviser and commentator.
The productions are continuously documented in a log book and the projects are completed with a report after each of the at least two courses.
Report must explain and justify the idea of ​​the project, describe and reflect on the process of realization and target audience reactions to explain the theories and techniques that are selected, and reflect on and evaluate the process and product.
The goal of the written work in drama B is that students can communicate professional insights they gain that they can explain and deepen the academic objectives, and to extend their awareness of the learning process.
If the course has been conferred apprenticeship, the written work is planned so that there is progression and coherence of written work in other subjects.
3.3. It
Students will use electronic communication and knowledge, and they must collect, process and evaluate information from various sources, including the Internet.
3.4. Interaction with other disciplines
Drama B is subject to the general requirement for interaction between industry and included in the general study preparation in accordance with the rules applicable to this process.
Teaching in elective drama B organized so that students get the opportunity to use skills and relevant knowledge that they achieve in other subjects or groups, as they contribute to the perspective of the substance and the lighting of dramatiks educative pages.
When the drama B is part of a study, organized teaching, taking into account the interaction with the compulsory subjects and other subjects included in the study area. When it is about a study with music, which partly focus on the specific way to create, experience and knowledge of the world at that characterizes the aesthetic subjects, partly on the differences and similarities between music and drama.
Fourth Evaluation
4.1. Ongoing evaluation
Pupils' ability to work with the practical-experimental parts of the profession and understand and convey the theoretical and analytical elements, together with the reports basis for ongoing evaluation.
4.2. Sample Form
There will be an oral exam in two parts with a duration totaling around 45 minutes for each student.

The first
, Practical, portion has a duration of about 15 minutes times the number of examinees, and is a test of the ability to create a scenic expression and the ability to understand and explain the key points in the process and the product.
The basis for the sample is a collective or individual presentation of (parts of) the scenic realization of one of the at least two project works, see. Section. 3.2.
The presentation may last six to eight minutes per. examinee.
Presenting may examinees use a limited number of helpers, whose efforts must be clear to examiners. Helpers do not participate in the conversation and will not be evaluated in the test.

After the presentation following a technical conversation between the student (s) and examiner for an understanding of the project itself and seen in a larger perspective. The school decides whether the professional conversation takes place individually or in groups. When professional conditions make it necessary, exempts school an examinee from group-conversation. Sketches or photos from the report can be used as documentation during the interview, but the report is not directly included in the assessment at the sample.
Even Students are assessed in this part of the test on one of two major project work, produced by the independent student but approved and selected by the examiner.

The second part is a test with a preparation time of about 30 minutes and an examination time of the same length.
The basis of the test is a non-undergone quote, photo or electronic media clips related to one of the courses that have been worked on. The material must be accompanied by a sheet containing the necessary facts and possibly a short summary and a guiding question. Sample Quotes must be used three times. The sample will primarily show the student's ability to analyze the important aspects of the material content and format, with simultaneous emphasis on the candidate's ability to put the material into a larger perspective.
During the preparation time, the student use any aids. Communication with the outside world is not allowed. Furthermore, use of the Internet is not allowed.
It unreviewed material may consist of several parts, which together can be up to two pages a 1,300 letters, one standard page of a 1300 letters and one to two photos or up to 10 minutes of electronic media clips.
On the basis of a presentation by the examinee the evaluation is one of the examiner led professional conversation about the material.
4.3. Assessment criteria
rating is an assessment of the extent to which the student's performance lives up to the professional goals as they are expressed in points. 2.1.
When the sample first part, the following factors included in the assessment:



- Presentation complexity and difficulty

- Presentation degree of elaboration

- Presentation's ability to communicate to the target audience

- The candidate's insight and awareness of the entire project

- The candidate's ability to dialogue with internal and external examiners to unfold new aspects of the project.

Vedprøvens second part, the following factors included in the assessment:



- Material difficulty

- The student's ability to independently dispose his presentation

- The candidate's detailed understanding of the material content and form

- The candidate's ability to identify and abstract

- The candidate's ability to draw lines to the relevant theories and reviewed drug

- The candidate's ability to apply the methods and terminology

- The candidate's ability to engage in dialogue with examiners

- The candidate's ability to communicate precise, balanced and detailed.

Assessment is individual and single grade is awarded on the basis of an overall assessment of the student's overall performance. "



Appendix 2

'Annex 17

Drama C - stx, June 2012
first The identity and purpose
1.1. Identity
Drama is a subject that connects the creative processes in drama and theater with a discussion of the aesthetic results. This means that the program deals with creating, understand and reflect on the various forms of performing arts in a current or historical context.
The substance is human actions and relationships that are often marked by conflicts. Term Funds are the drama and the performing arts: body, voice, language and technical tools.
Reflection on the aesthetic results are from a description and understanding of the creative processes of analysis, interpretation and perspective of theatrical performance and other performative expression.
1.2. Purpose
The course contributes to the program's overall objective, by students achieve both basic skills in creating, realizing and analyzing scenic expression which act to develop and realize their own ideas, including entering into binding partnerships for the realization of the ideas for a defined audience.
The emphasis is partly on students' ability to analyze and evaluate both the process and the result, in part on their ability to combine theory and dramatic practice in a reflective manner. Students acquire skills and knowledge of selected forms of drama and theater and these kunstformers importance to human understanding and development.

In working with the drama and theater and through the involvement of skills from other subjects, pupils develop an understanding of the relations between the European and global art and culture.
Second Academic goals and academic content
2.1. Academic goals
Students should be able to:



- Create and understand real scenic expression and games

- Understand and apply key concepts from drama and theater

- Use of drama and theater techniques in problem solving and idea generation

- Reflect on the creative process and product

- Demonstrate knowledge of the subject's identity and methods

- Understand and apply theories of European drama and theater and see them in a cultural context

- Work creatively, innovatively and independently in interaction with others.

2.2. Basic courses
core substance is:



- Basic principles for the development and realization of an idea

- Basic principles to create a game or with others, with or without a text

- Basic concepts, techniques and methods of work with physical expressions, dialogues, improvisation and role-playing

- Two theater historical periods, one before and one after 1900.

2.3. Additional substance
Students will not be able to meet the academic goals using only the core substance. The additional substance in the subject drama, including interactions with other subjects must be put into perspective and deepen the core substance and in general open to new knowledge and interaction with other disciplines, so that students can meet the academic goals.
Third The organization
3.1. Didactic principles
teaching is organized so that every course is an integration of the practical-experimental and theoretical and analytical work, and taking into account that the course is to give students a sense of drama and theater as ways of experiencing, thinking, explore and produce reality.
Students' academic learning is built up from two different observation positions. One, when as participants in an exercise or realization will have specific experience with a drug. The second, when as spectators observe, responds, analyze and reflect. In this way based teaching bridge between the creative and scientific.
The module interfaces with and all other humanities subjects like social science curricula and some of the natural sciences. It is therefore essential that teaching is organized so that students get the opportunity to involve the professional knowledge and skills they achieve in other subjects.
To strengthen students' understanding of quality must include courses in which students meet the professional environment either as spectators or in collaboration.
3.2. Work methods
progression in education goes from working with simple exercises and realizations of ideas or texts of smaller projects and short courses for independent project.
The initial phase will be characterized by teacher direction and that the whole team working on joint issues, while in the smaller projects alternates between teaching management and students' independent work in small groups.
In the project presented at the final exam, students individually or in groups, make a small production, including formulating an idea and realize it or with a defined audience. In this phase, the teacher's role constructively critical adviser and commentator.
Production continuously documented in a log book to explain and argue for the group idea, describe and reflect on the process of realization, the target group reactions and evaluate the process and product.
Each student must hand select materials (eg. Photos, sketches, quotes or short reviews) and give some professional, personal process of reflection on key elements from each of the approximately five major courses and compile them into a portfolio, which can illuminate the student's professional development. The time spent on portfolio work must be adapted to the case of a tool to support the academic objectives.
If the course has been conferred apprenticeship, the written work is planned so that there is progression and coherence of written work in other subjects.
3.3. It
Students will use electronic communication and knowledge, and they must collect, process and evaluate information from various sources, including the Internet.
3.4. Interaction with other disciplines
Drama C are subject to the general requirement for interaction between industry and included in the general study preparation in accordance with the rules applicable to this process.

Teaching in elective drama C organized so that students get the opportunity to use skills and relevant knowledge from other subjects or groups so that they contribute to the perspective of the substance and the lighting of dramatiks educative pages.
When drama C is part of a study, organized teaching, taking into account the interaction with the compulsory subjects and other subjects included in the study area. When it is about a study with music, which partly focus on the specific way to create, experience and knowledge of the world at that characterizes the aesthetic subjects, partly on the differences and similarities between music and drama.
Parts of nuclear material and supplementary material in both compulsory subjects and study subjects are selected and treated to contribute to the strengthening of professional interactions in the study area.
Fourth Evaluation
4.1. Ongoing evaluation
Pupils' ability to work with the practical-experimental parts of the profession and understand and convey the theoretical and analytical elements, together with the portfolio basis for ongoing evaluation.
4.2. Sample Form
There will be an oral examination, which consists of two parts. It takes about Per 30 minutes. examinee and spread with about half of the time to each of the sample's two parts.

The first practical part is a test of the ability to develop and realize an idea, based on the final project. This part of the test consists of a collective or individual presentation of (parts of) the final project, see. Section. 3.2. The presentation lasts four to six minutes times the number of group members. At the presentation, the examinees using various helpers, whose efforts must be clear to examiners. Helpers do not participate in the conversation and will not be evaluated in the test.
After the presentation following a technical conversation between the student (s) and examiner for an understanding of the project itself and seen in a larger perspective. The school decides whether the professional conversation takes place individually or in groups. When professional conditions make it necessary, exempts school an examinee from group-conversation.

The second part is an individual oral exam without preparation. The starting point is a short presentation of the examinee followed by one of the examiner led perspective academic discourse where other parts of the relevant nuclear matter and the student's portfolio, see. Section. 3.2., Involved. The portfolio is not included in the assessment at the sample.
4.3. Assessment criteria
rating is an assessment of the extent to which the student's performance lives up to the professional goals as they are expressed in points. 2.1.
By the first practical part of the exam includes the following elements in the assessment:



- The project's complexity and difficulty

- The degree of elaboration

- The candidate's ability to communicate to the target audience.

By the second part of the exam includes the following elements in the assessment:



- Examinee overview and detailed understanding of the project

- The candidate's ability to reflect and relate to relevant theories and history

- The candidate's ability during the conversation to unfold new aspects of the project.

Assessment is individual and single grade is awarded on the basis of an overall assessment of the student's overall performance. "



Appendix 3

'Annex 38

Medienberufe B - stx, June 2012
first The identity and purpose
1.1. Identity
Media The subject field is moving images in an aesthetic, communicative and cultural context. The course combines a theoretical-analytical and practical-productive approach to moving images.
The course gives students the necessary tools to analyze live images. This is essential for the opportunity to experience and evaluate the information and influences that you meet as a user of the media. The course provides further insight into film and television's expressions in connection with practical production.
1.2. Purpose
The course develops students' ability to analyze, perspective and assess Danish and international media productions of fiction, fact and mixtures of these forms. At the same time learning to develop students' ability to express themselves independently and nuanced in moving images, so that they become active, creative and reflective users of film and television.
Second Academic goals and academic content
2.1. Academic goals
Students should be able to:
Theory and analysis



- Use film language terminology in analysis of film and television productions

- Account for different dramaturgical models and tell relation

- Use different analysis methods


- Explain what characterizes facts, fiction and mixtures of these forms

- Explain central genres and program types

- Explain basic production in film and on television

- Making perspectives to be discussed, substance

- Bring historical, cultural and social perspective on movies and TV programs

- Explain the relationship between a media format and its audience.

Practice



- Use recording and redigeringsudstyrets expression independently and nuanced

- Plan and implement a production in groups

- Use film language terminology associated with a media production phases

- Explain the phases of working with a production

- Prepare synopsis, script and storyboard

- Apply knowledge of dramaturgy in the design of fact and fiction productions

- Apply and explain the principles and methods of work in the organization of the fact and fiction

- Explain the relationship between production form and content, communication situation and audience

- Adopt an analytical approach to the production process and their own production.

2.2. Basic courses
core substance is:



- Film language terminology

- Different dramaturgical models and tell relation

- Different methods of analysis

- Characteristics of the facts, fiction and mixtures of these forms

- Key genres and program types

- Production of films and TV - national and international

- Basic feature of the film and TV media history

- Production planning, including preparation of synopsis, script and storyboard

- Incorporate the principles and shooting technique

- Editing principles and editing technique

- Communication, and reporting.

2.3. Additional substance
Students will not be able to meet the academic goals using only the core substance. The additional substance in media studies B to be put into perspective and deepen the core substance and in general expand professional horizons, so that students can meet the academic goals. Historical, cultural, social and genre perspectives must be involved in teaching.
Third The organization
3.1. Didactic principles
It is an essential educational principle in the media profession to integrate the theoretical and analytical training in the practical-productive and vice versa. The emphasis on the disciplines experienced as a whole: In connection with the theoretical and analytical training incorporated the terminology and other concepts that are applied in the production process. In connection with the production made a number of practical experience that can be transferred for analysis.
It lies in the subject didactics, that there will be an interaction between inductive and deductive learning so that teaching is organized as a balance between the theoretical and analytical work and the practical-productive.
3.2. Work methods
To develop analytical, creative, communicative and social skills of the students used different teaching methods from project work in groups to the classroom.
The theoretical and analytical work based on the viewing of movies and television productions. Initially, work is under the teacher's instruction and guidance with short quotes and shot-to-shot analysis to make students familiar with the terminology and working methods. Work then with close investigation of selected scenes / sequences, where students increasingly active part in the analysis. Later the whole of the works using more complex analytical methods and working practices, which emphasizes students' independent contributions.
The practical work carried out as a group and project and begin with simple, short exercises in production under the teacher's instruction and guidance. Work then with a little longer exercises where students gradually made responsible for major parts of the process. Gradually made independent productions, with the teacher acting as supervisor and consultant.
The aim is that in connection with the written work about the preparation of synopsis and storyboard is the emphasis on progression and cooperation.
Visit to companies and institutions working with film and television production, can usefully form part of the subject's activity forms.

Final produced an exam production, which forms the basis for part of the sample in the subject. Work on the exam production is carried out as group work, unless special scientific or educational reasons are valid.
3.3. It
It has a central location in the subject, both in connection with the practical and the theoretical dimension.
In the theoretical and analytical work used it for information, presentation and dissemination of academic material. In the production process used it for word processing and information retrieval in preproduction and digital editing in post production.
3.4. Interaction with other disciplines
To students when the academic objectives, included the subject in collaboration with other disciplines and professions. Parts of nuclear material and supplementary material is selected and processed so that it contributes to strengthening the professional interaction in the study area. This strengthens the students' perception of the media profession as a multifaceted profession that involves historical, cultural, social and aesthetic perspectives.
Fourth Evaluation
4.1. Ongoing evaluation
The academic goals are the basis for the ongoing evaluation of students' standpoint and teaching.
The theoretical and analytical processes, as well as teaching and work evaluated using questionnaires, tests and / or interviews tailored to each course. Through this contribution the ongoing evaluation of the student is brought to reflect on their professional development.
All practical production process is concluded with a single view of production for the entire team / class. After an evaluation of the outputs, so that each group and the teacher jointly participate in the evaluation of all productions. Moreover evaluate each group its own production processes in interaction with the teacher.
By interdisciplinary courses include choice of evaluation methods in the joint organization.
4.2. Sample Form
There will be an oral examination, which consists of two parts:



- A sample of the group / student's exam production referred. Section. 3.2.

- A test of the theoretical and analytical substance.

The sample in the group's / student's exam production
basis for this part of the test is the group's / student's exam production.
The school decides whether the examination is done individually or in groups. When professional conditions make it necessary, exempts school an examinee from group-examination.
This part of the examination consists of an introductory presentation, where the group / student outlines and discusses key elements of production, as well as a detailed conversation between group / candidate and the examiner about the group's / student's production. Examiner may ask clarifying questions of the group / student.
Examination time is about Per 15 minutes. candidate for this part of the test to a maximum of 60 minutes, regardless of the number of examinees in the group.
Test in the theoretical-analytical substance
During the preparation time, the student use any aids. Communication with the outside world is not allowed. Furthermore, use of the Internet is not allowed.
The basis of the test is a non-undergone quote from a movie or a television program. The quotation should not exceed seven minutes and must be related to film and television course that has been worked on theoretical-analytical part of teaching. The quotation shall be accompanied by a sheet containing the necessary credits and possibly guiding questions. Exam Quotes must be used three times. The candidate is tested in its ability to point out important aspects of the quote and make a perspective.
Preparation time is about 60 minutes, and the examination time around Per 30 minutes. candidate for this part of the sample.
4.3. Assessment criteria
rating is an assessment of the extent to which the student's performance lives up to the professional goals as they are expressed in points. 2.1.
In the assessment of media production emphasis is on:



- Complexity and precision in the design of video and audio

- Consistency between objectives, content, design and audience.

In the evaluation of the student presentation and disclosure emphasis on students:



- Ability to motivate and to discuss the choice of films linguistic tools and dramaturgy and tell relation

- Explanation of the communicative aspects

- Ability to relate analytically-reflectively to own production and production process.

In evaluating the student's analysis of the quote emphasizes the examinee:



- Presentation of the film linguistic instruments deployed using

- Explanation of the dramatic, narrative and genre conditions

- Perspectives to be discussed, substance


- Perspectives for production, social and historical conditions.

One mark is given based on an overall assessment of the production, the student's account of production and the individual sample. "



Appendix 4

'Annex 39

Medienberufe C - stx, June 2012
first The identity and purpose
1.1. Identity
Media The subject field is moving images in an aesthetic, cultural and communicative context. The course combines a theoretical-analytical and practical-productive approach to moving images.
The course gives students the necessary tools to analyze live images. This is essential for the opportunity to experience and evaluate the information and influences that you meet as a user of the media. The course provides further insight into film and television's expressions in connection with practical production.
1.2. Purpose
The course develops students' ability to analyze, perspective and assess Danish and international media productions of fiction, fact and mixtures of these forms. At the same time learning to develop students' ability to express themselves independently and nuanced in moving images, so that they become active, creative and reflective users of film and television.
Second Academic goals and academic content
2.1. Academic goals
Students should be able to:
Theory and analysis



- Use film language terminology in analysis of film and television productions

- Explain basic dramaturgical principles and tell relation

- Characterize the basic features of fact and fiction

- Identify key genres and program types

- Make a perspective of film and television productions.

Practice



- Operate recording and editing equipment

- Plan and implement a media production in groups

- Determine the phases of working with a media production

- Use film language terminology associated with a media production phases

- Adapt expression to content and audience

- Develop synopsis and storyboard

- Use dramaturgical principles

- Adopt an analytical approach to the production process and their own production.

2.2. Basic courses
core substance is:



- Film language terminology

- Basic dramaturgical principles and tell relation

- Basic features of fact and fiction

- Key genres and program types

- Production planning, including preparation of synopsis and storyboard

- Incorporate the principles and shooting technique

- Editing principles and editing technique.

2.3. Additional substance
Students will not be able to meet the academic goals using only the core substance. The additional substance in media studies C must be put into perspective and deepen the core substance and in general expand professional horizons, so that students can meet the academic goals. Historical, cultural, social and genre perspectives must be involved in teaching.
Third The organization
3.1. Didactic principles
It is an essential educational principle in the media profession to integrate the theoretical and analytical training in the practical-productive and vice versa. The emphasis on the disciplines experienced as a whole: In connection with the theoretical and analytical training incorporated the terminology and other concepts that are applied in the production process. In connection with the production made a number of practical experience that can be transferred for analysis.
It lies in the subject didactics, that there will be an interaction between inductive and deductive learning so that teaching is organized as a balance between the theoretical and analytical work and the practical-productive.
3.2. Work methods
To develop analytical, creative, communicative and social skills of the students used different teaching methods from project work in groups to the classroom.
The theoretical and analytical work based on the viewing of movies and television productions. Initially, work is under the teacher's instruction and guidance with short quotes and shot-to-shot analysis to make students familiar with the terminology and working methods. Work then with close investigation of selected scenes / sequences, where students increasingly active part in the analysis. Later the whole of the works using more complex analytical methods and working practices, which emphasizes students' independent contributions.

The practical work carried out as a group and project and begin with simple, short exercises in production under the teacher's instruction and guidance. Work then with a little longer exercises where students gradually made responsible for major parts of the process. Gradually made independent productions, with the teacher acting as supervisor and consultant.
Final produced an exam production, which forms the basis for part of the sample in the subject. Work on the exam production is carried out as group work, unless special scientific or educational reasons are valid.
3.3. It
It has a central location in the subject, both in theoretical and practical dimension.
In the theoretical and analytical work used it for information, presentation and dissemination of academic material. In the production process used it for word processing and information retrieval in preproduction and digital editing in post production.
3.4. Interaction with other disciplines
Medienberufe C are subject to the general requirement for interaction between industry and included in the general study preparation in accordance with the rules applicable to this process. Parts of nuclear material and supplementary material in the subject chosen and treated so that it contributes to strengthening the professional interaction in the study area.
Fourth Evaluation
4.1. Ongoing evaluation
The academic goals are the basis for the ongoing evaluation of students' standpoint and teaching.
The theoretical and analytical processes, as well as teaching and work evaluated using questionnaires, tests and / or interviews tailored to each course. Through this contribution the ongoing evaluation of the student is brought to reflect on their professional development.
All practical production process is concluded with a single view of production for the entire team / class. After an evaluation of the outputs, so that each group and the teacher jointly participate in the evaluation of all productions. Moreover evaluate each group its own production processes in interaction with the teacher.
By interdisciplinary courses include choice of evaluation methods in the joint organization.
4.2. Sample Form
There will be an oral examination, which consists of two parts:



- A sample of the group / student's exam production referred. Section. 3.2.

- A test of the theoretical and analytical substance.

The sample in the group's / student's exam production
basis for this part of the test is the group's / student's exam production.
The school decides whether the examination is done individually or in groups. When professional conditions make it necessary, exempts school an examinee from group-examination.
This part of the examination consists of an introductory presentation, where the group / student outlines and discusses key elements of production, as well as a detailed conversation between group / candidate and the examiner about the group's / student's production. Examiner may ask clarifying questions of the group / student.
Examination time is about Per 10 minutes. candidate for this part of the test to a maximum of 40 minutes, regardless of the number of examinees in the group.
Test in the theoretical-analytical substance
During the preparation time, the student use any aids. Communication with the outside world is not allowed. Furthermore, use of the Internet is not allowed.
The basis of the test is a non-undergone quote from a movie or a television program. The quotation must not exceed five minutes and must be related to film and television course that has been worked on theoretical-analytical part of teaching. The quotation shall be accompanied by a sheet containing the necessary credits and possibly guiding questions. Exam Quotes must be used three times. The candidate is tested in its ability to point out important aspects of the quote and make a perspective.
Preparation time is about 30 minutes and the examination time around Per 30 minutes. candidate for this part of the sample.
4.3. Assessment criteria
rating is an assessment of the extent to which the student's performance lives up to the professional goals as they are expressed in points. 2.1.
In evaluating the student's review of the quote is emphasized:



- Analysis of the cinematic language, instrument deployed using

- Statement for elementary dramaturgical and genre conditions

- Perspectives none of the quote to the taught material.

In the assessment of media production emphasis is on:



- The design of images and sounds

- Consistency between objectives, content, design and audience.

In evaluating the student's explanation of the production emphasis is on the student:




- Ability to justify the choice of films linguistic tools

- Ability to relate analytical reflected to its own production.

One mark is given based on an overall assessment of production and the examinee's performance in sample two parts. "