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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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Table of Contents
Appendix 1
Appendix 2
Appendix 3
Appendix 4

Publication of the amendment of the student exams training (x-announcement)

(Group try in dramatics and media studies)

§ 1

Notice no. 692 of 23. June 2010 on the training for the degree (stx notice), as amended by the notice No 1060 of 8. September 2010 and Notice no. 10 of 6. In January 2011, the following changes are made :

1. Annex 16, Dramatic B, the text of Annex 1 shall be replaced by this notice.

2. Appendix 17, Dramatic C, the text of Annex 2 to this notice.

3. Appendix 38, Media class B, the text of Annex 3 to this notice.

4. Appendix 39, Media class C, the text of Annex 4 to this notice.

§ 2

The announcement shall enter into force on 1. August 2012 and shall have an effect on pupils following training and testing in the subject subject of this date, however, not for the study or sickness tests for the summer terminus of 2012.

The Ministry of Children and Education, the 28th. June 2012

P.M.V.
Lars Mortensen

-Mads Bentzen


Appendix 1

' Appendix 16

Dramatic B-stx, June 2012

1. Identity and purpose

1.1. Identity

Dramatic is a subject that links the creative processes in drama and theatre with consideration of the aesthetic results. This means that the profession is involved in creating, understanding and reflecting on various forms of performing art in a current or historical context.

The substance is human actions and relations that are often characterised by conflicts. Exprescients are the body, voice, language and technical means of the expression.

The heredification of the aesthetic results goes from a description and understanding of the creative processes for analysis, interpretation and perspective of the theatre performance and other perforated performance.

1.2. Objective

Fake dramaB contributes to the overall objective of education, by pupils attaining both basic skills in creating, realizing and analysing the scene of the stage to develop and implement its own ideas, including entering into : binding cooperation on the realization of the ideas of a defined target group.

The emphasis is placed on the profitability of students in analysing and assessing both the process and the result, and on the ability to combine theory and dramatic practices in a reflective way. The students are dedicated to the skills and knowledge of selected forms of drama and theatrics and the importance of the arts and forms of human realisation and development.

In the work of drama and theatrical and the involvement of competences from other subjects, students develop an understanding of relations between the European and the world arts and culture.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? creating and understanding various forms of cenic expression ;

-WHAT? to analyse and qualify the understanding of creative practices with key concepts from drama and theatre ;

-WHAT? reflecting systematically over process and product and to enter into a dialogue on the choices made,

-WHAT? demonstrate knowledge of the identity and methods of the profession ;

-WHAT? to understand and use theories about European drama and theatre and see them in an historical context.

-WHAT? explain more detail for two theories, one of which could be from a non-European culture.

-WHAT? work creatively, innovative and self-employed in interaction with others, with a view to creating concrete performances for a defined target group.

2.2. Kernestof

The core matter is :

-WHAT? basic principles of development and the realisation of an idea ;

-WHAT? basic principles of reception and recognition through the art of art

-WHAT? basic concepts, techniques and methods of performance, performance art and theatre ;

-WHAT? three theatric periods of at least one before and at least one after 1950 ;

-WHAT? recent European dramatics and modern staging principles ;

-WHAT? the live theatrical performance and other performance expressions set out in an artistic and cultural context.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives alone with the help of the nuclear material. The complementary substance in the dramatic B must be a matter of perspective and, in the whole, open to new recognition and interaction with other subjects, to allow students to meet the professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The training shall be organised in such a way as to integrate the practical-experimenting and theoretical-analyzing work in all events, taking into account the fact that the profession must give the pupils a sense of drama and theatre as a way of experiencing, thinking, Exploring and manufacture the reality.

The vocational training of students from two different observation positions shall be built on the one when, as participants in an exercise or a reality, experience is given tangible experience with a substance, the other when, as a spectator, the response, analyses and Reflecting. In this way, the training bridge is building between the creative and the scientific.

The profession has an intoxification of all other humanistic subjects, such as social studies and some of the science professions. It is therefore essential that education should be organised so that the students are given the opportunity to involve the professional knowledge and skills that they achieve in other subjects.

In order to strengthen the quality of students ' understanding of quality, a course of action must be taken where students meet the professional environment, either as a spectator or in a cooperative way.

3.2. Work Forms

The Progression of the Subview goes from work with simple drills and realizations of ideas or texts over small projects and short course flows to at least two independent projects.

The initial phase will be marked by teacher management and by the fact that the whole team is working on common substance and issues, while later the exchange between teacher management and the self-employed work of students in groups is later exchanged.

In the at least two projects, one of which is presented at the final test, the students individually or in groups produce a production, including formulating an idea and realise it for a defined target group. In this phase, the role of the teacher's role is the constructive and critical guidance counselor and commentator.

These products are regularly documented in a log book, and the projects will be completed with a report after each of the least two courses of action.

The report shall explain and argue in favour of the project's idea, describe and reflect on the realisation process and the response of the target group, explain the theories and techniques selected and reflect on and evaluate processes and products.

The aim of the written work in dramatics B is that the students can convey the technical knowledge that they achieve, that they can explain and deepen the trade union objectives and extend their awareness of the learning process.

If the profession has been granted student time, the written work shall be planned so that there is a degree of progression and consistency in writing in the other subjects.

3.3. IT

The students must use electronic communications and knowledge sharing, as they are to gather, process and assess information from various sources, including the Internet.

3.4. Collections with other subjects

Dramatic B is subject to the general requirements for interactions between the trade unions and are part of general study preparation in accordance with the rules applicable to this course of action.

The education in selection Dramatic B shall be organised in such a way as to enable students to use skills and relevant knowledge as they achieve in other subjects or professional groups, so that they contribute to the perspective of taking into perspective the ageing of the fabric and the illumination of the educational almenteal.

When the dramatics B is part of a Student registration , taking into account the interactions with the compulsory professions and the other classes involved in the study. When it comes to a study of music, it must also be focused on the specific way of creating, experiencing and admitting the world, which characterises the aesthetic subjects, on the differences and similarities between music and dramatics.

4. Evaluation

4.1. Ongoing Evaluation

The ability of the students to work with the practical-experimental parts of the profession and understanding and disseminate the theoretical-analyst elements is the basis for the ongoing evaluation of the reports.

4.2. Test form

An oral test shall be held in two parts, with a duration of the sum total. 45 minutes for the individual examiner.

The first , practical, part has a duration of approximately 15 minutes times the number of examinander tests and is a test in the ability to create a Scene expression and in the ability to understand and explain key points in the process and the product.

The basis of the sample is a group display or individual presentation of (parts of) the performing reality from one of the least two workmen workworks, cf. Act. 3.2.

The presentation must be six to eight minutes per hour. examiner duck.

At the presentation, the examinations may use a limited number of helpers whose action must be clearly set out for examiner and censor. Assists shall not participate in the conversation and shall not be judged by the test.

After the presentation, a professional conversation between examiner and (s) and examiner shall be carried out with a view to an understanding of the project in itself and seen in a larger perspective, the school decides whether the professional conversation is individually or group. When professional relationships make it necessary, the school is exempting an exams from a group conversation. Skets or photographs from the report may be used as documentation material during the conversation, but the report is not directly included in the assessment basis at the test.

In this part of the test, self-students are judged on one of two major projects, produced by the self-employed, but approved and selected by examiner.

The other part. is a test with a preparation time of approximately 30 minutes and an examination time of the same length.

The basis of the test is not a quote, quotes, photo or electronic media lip, which is related to one of the events that have been working on. The material must be accompanied by a sheet containing the necessary facts and, if necessary, a short summary and a guidance question. Testing ecites must be used three times. The test must be used primarily to show the skill of the examiner to ensure that the material content and shape of the material may be analyzed at the same time as the capacity of the examiner's ability to place the material into a larger perspective.

During the preparatory period, the examination must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

The untraverable material may consist of several components together to fill up to two regular pages of 1300 letters, one normative page a 1300 letter, as well as one for two images or up to 10 minutes of electronic media lip.

On the basis of a proposal from the examiner, the test is as one of the examiner led professional conversation about the material.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

By first part of the test, the following value added tax shall be included in the assessment :

-WHAT? the complexity and complexity of the presentation ;

-WHAT? the level of completion of the presentation

-WHAT? the capacity of the presentation to communicate to the target group,

-WHAT? the knowledge and awareness of the entire project ;

-WHAT? the ability of the examiner to enter into a dialogue with examiner and censor to expand new pages of the project.

By other part of the test, the following value added tax shall be included in the assessment :

-WHAT? material value of the material ;

-WHAT? the ability of the examiner to be able to dispose of its presentation independently of its own,

-WHAT? the detailed understanding of the content and the form of the material at the examination ;

-WHAT? the ability of the examiner to give concrete expression and abstraction ;

-WHAT? the ability of the examiner to draw lines for relevant theories and undergone the substance,

-WHAT? the ability of the examiner to use the methods and terminology of the profession ;

-WHAT? the examiner's ability to engage in a dialogue with examiner and censor ;

-WHAT? the capacity of the examiner to convey precisely, nuanced and detailed.

The assessment is individual and one character is given on the basis of a holistic assessment of the overall performance of the examiner's final performance. `


Appendix 2

' Appendix 17

Dramatic C-stx, June 2012

1. Identity and purpose

1.1. Identity

Dramatic is a subject that links the creative processes in drama and theatre with consideration of the aesthetic results. This means that the profession is involved in creating, understanding and reflecting on various forms of performing art in a current or historical context.

The substance is human actions and relations that are often characterised by conflicts. Exprescients are the body, voice, language and technical means of the expression.

The heredification of the aesthetic results goes from a description and understanding of the creative processes for analysis, interpretation and perspective of the theatre performance and other perforated performance.

1.2. Objective

The contribution shall contribute to the overall objective of the training, by pupils attaining both basic skills in creating, realizing and analysing the scene of the stage to develop and to make their own ideas, including the commitment to make their own commitments, including the incorporation of their own ideas, including the incorporation of the design ; collaborate on the realization of the ideals of a defined target group.

The emphasis is placed on the profitability of students in analysing and assessing both the process and the result, and on the ability to combine theory and dramatic practices in a reflective way. The students are dedicated to the skills and knowledge of selected forms of drama and theatrics and the importance of the arts and forms of human realisation and development.

In the work of drama and theatrical and the involvement of competences from other subjects, students develop an understanding of relations between the European and the world arts and culture.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

-WHAT? creating and understanding concrete scenes and games ;

-WHAT? understand and apply key concepts from drama and theater.

-WHAT? the techniques of the dramaets and theatrics of problem solving and ideas ;

-WHAT? reflecting on the creative process and the product ;

-WHAT? demonstrate knowledge of the identity and methods of the profession ;

-WHAT? understand and use selected theories on European drama and theatre and to see them in a cultural historical context.

-WHAT? work creatively, innovative and self-employed in interaction with others.

2.2. Kernestof

The core matter is :

-WHAT? basic principles of development and the realisation of an idea ;

-WHAT? basic principles for creating a game for, or with others, with or without a text ;

-WHAT? basic concepts, techniques and methods of working with physical expressions, dialogues, improvisation and role-playing

-WHAT? two theatre historical periods, one before and one by the year 1900.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives alone with the help of the nuclear material. The complementary substance of the dramatics, including the interaction with other subjects, must outlook and deepen the nuclear material and, in the whole, open to new realisation and interaction with other subjects, to allow students to meet the professional objectives.

3. Organisation of the Organisation

3.1. Didatical principles

The training shall be organised in such a way as to integrate the practical-experimenting and theoretical-analyzing work in all events, taking into account the fact that the profession must give the pupils a sense of drama and theatre as a way of experiencing, thinking, Exploring and manufacture the reality.

The vocational training of students is built up from two different observation positions. One when, as participants in an exercise or a realisation, they have practical experience with a substance. The second, when they are observer, responsiveness, analyzes and reflexes. In this way, the training bridge is building between the creative and the scientific.

The profession has an intoxification of all other humanistic subjects, such as social studies and some of the science professions. It is therefore essential that education should be organised so that the students are given the opportunity to involve the professional knowledge and skills that they achieve in other subjects.

In order to improve the quality of students ' understanding of quality, a course of action must be taken where students meet the professional environment either as a spectator or in a cooperative manner.

3.2. Work Forms

The work in the training goes from the work on simple exercises and realisations of ideas or texts over smaller projects and short course flows into an independent project work.

The initial phase will be marked by teacher management and by the fact that the entire team is working on joint issues, while in the smaller projects a change between teacher management and the self-employed work of students in smaller groups is exchanged.

In the project work, which is presented at the final test, the students individually or groups shall make a smaller production, including formulating an idea and to implement it for or with a defined target group. In this phase, the role of the teacher's role is the constructive and critical guidance counselor and commentator.

The production is regularly documented in a log book, which will explain and argue for the group's idea, describe and reflect on the process of realisation, the reactions of the target group and the evaluation process and the product.

Each student must select materials (such as photos, sketches, quotes, or short reviews), and to some extent a professional, personal reflection of the main elements of each of the approximately 5% of the year. five major courses of action and assemreate them in a portfolio which can illustrise the level of the pupils ' professional development. The amount of time spent on the portfoliowork must be taken to the attention of the aid for the purpose of achieving the professional objectives.

If the profession has been granted student time, the written work shall be planned so that there is a degree of progression and consistency in writing in the other subjects.

3.3. IT

The students must use electronic communications and knowledge sharing, as they are to gather, process and assess information from various sources, including the Internet.

3.4. Collections with other subjects

Dramatic C is subject to the general requirements for interactions between the trade unions and are part of general study preparation in accordance with the rules applicable to this course of action.

The education in selection Dramatic C shall be organised in such a way that the students are given the opportunity to use skills and relevant knowledge from other subjects or professional groups to contribute to the perspective of the perspective and lighting of the educational almenteal pages.

When the dramac is part of a Student registration , taking into account the interactions with the compulsory professions and the other classes involved in the study. When it comes to a study of music, it must also be focused on the specific way of creating, experiencing and admitting the world, which characterises the aesthetic subjects, on the differences and similarities between music and dramatics.

Subpart of nucleus and supplemental substances in both compulsory and study courses shall be chosen and treated in such a way as to contribute to the strengthening of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

The ability of the students to work with the practical-experimental parts of the profession and understanding and disseminate the theoretical-analysis elements together with the portfolio basis for the ongoing evaluation.

4.2. Test form

An oral test is to be held, consisting of two parts. It lasts. 30 minutes per. Exams and spread around. at half the time to each of the two parts of the test.

The first, practical, part is a test in the ability to develop and implement an idea based on the final project. This part of the test consists of a group display or individual presentation of (parts of) the final project, cf. Act. 3.2. The duration of the presentation is four to six minutes times the number of group members. At the presentation, the examiners can use a number of help whose efforts must be clearly set out for examiner and censor. Assists shall not participate in the conversation and shall not be judged by the test.

After the presentation, a professional conversation between examiner and (s) and examiner shall be carried out with a view to an understanding of the project in itself and seen in a larger perspective, the school decides whether the professional conversation is individually or group. When professional relationships make it necessary, the school is exempting an exams from a group conversation.

The other part. is an individual oral test without preparation time. The starting point shall be a short proposal from the examiner followed by one of the examiner led perspectives for a professional conversation, in which other parts of the relevant core and examination portfolio, cf.. Act. 3.2., involved. The portfolio is not included in the assessment base at the test.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

By the first, practical, part the following shall be included in the evaluation of the sample :

-WHAT? the complexity of the project and the level of difficulty ;

-WHAT? the degree of penetrait,

-WHAT? the ability of the examiner to communicate to the target group.

By the second part of the test, enter the following tax rates in the assessment :

-WHAT? the overview and detailed understanding of the project ;

-WHAT? the capacity of the examiner to reflect and perspectives to relevant theories and history ;

-WHAT? The capacity of the examiner to during the conversation is to expand new pages of the project.

The assessment is individual and one character is given on the basis of a holistic assessment of the overall performance of the examiner's final performance. `


Appendix 3

' Annex 38

Mediesubjects B-stx, June 2012

1. Identity and purpose

1.1. Identity

The media field is a live image in an aesthetic, communicative and cultural context. The profession unites a theoretical-and a practical-productive approach to live images.

The father gives the pupils the necessary tools to analyze live images. This is of crucial importance for the possibility of experiencing and evaluating the information and effects that one meets as a user of the media. It also provides insight into films and the expression of television in the context of practical production.

1.2. Objective

Education is developing the ability of students to analyse, perspectives and assess Danish and international media productions in the field of fiction, facts and mixtures between these types of activity. At the same time, education must develop the ability of students to express themselves independently and nuanced in live images, so that they become active, creative and reflective users of films and television.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

Theory and analysis

-WHAT? use the terminology of the film language in the context of the analysis of films and productions ;

-WHAT? account for different dramaturgical models and narrative conditions ;

-WHAT? applying different analytical methods

-WHAT? a statement of the facts, fiction and mixtures between these forms ;

-WHAT? account for core genres and application types

-WHAT? account for basic production conditions in films and on television ;

-WHAT? make a perspective for reviewed matter

-WHAT? build an historical, cultural and social perspective on films and television programmes ;

-WHAT? account for the relationship between the design of a media product and its target group.

Practice

-WHAT? use the expression and the expression of the recording equipment, independently and nuanced ;

-WHAT? planning and implementing a production in groups ;

-WHAT? use the terminology of the film language in the context of the phases of media production ;

-WHAT? account for the stages of the work on a production ;

-WHAT? develop synopsis, manuscript and storyboards ;

-WHAT? use knowledge of dramaturgi in the design of facts and fixation products ;

-WHAT? apply and account for the principles and working methods in the organization of the facts and fixing programmes ;

-WHAT? an account of the relationship between the form and content of the production, the intermediate and target group ;

-WHAT? remain analytical to the production process and their own production.

2.2. Kernestof

The core matter is :

-WHAT? terminology of projections,

-WHAT? different dramaturgical models and narrative conditions

-WHAT? different analytical methods,

-WHAT? characteristics of the facts, fiction and mixtures between such forms,

-WHAT? core genres and application types

-WHAT? production conditions on films and television-national and international ;

-WHAT? the basic features of the history of the film and the television media ;

-WHAT? production organisation, including the preparation of synopsis, manuscript and storyboards ;

-WHAT? recording principles and recording equipment,

-WHAT? editing principles and editing techniques

-WHAT? communication conditions and dissemination.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance in media class B must outlook and deepen the nuclear material and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives. Historical, cultural, societal and genetic perspectives must be included in the teaching.

3. Organisation of the Organisation

3.1. Didatical principles

It is a crucial thing of the principle of the media to integrate theoretical-analytical education into practical-productive and vice-versa. The emphasis is placed on the fact that the disciplines are being experienced as a whole : in the case of theoretical-analytical education, the terminology of the professional terminology and other conceptual apparatus shall be incorporated into the production process. In the production process, a number of practical experience can be carried out to be carried out into the analysis.

It is in the area of professionals that there will be interaction between inductive and deductive learning, so that education is organised as an equal distribution between the theoretical-analytical work and the practical-production.

3.2. Work Forms

In order to develop analytical, creative, communicative and social skills in the pupils, different teaching forms from project work in groups to class education are used.

The theoretical-analytical work is based on the display of films and television productions. Inigo work, under the teacher's instruction and guidance, with short quotes and shot-to-two-shot analysis in order to make the students familiar with the terminology and working methods of the profession. The presence of selected scenes / sequences, where the students are increasingly actively involved in the analysis work, are then worked. Subsequently, the whole works are treated in the application of more complex methods of analysis and forms of work that are weighing the self-employed contributions.

The practical work is carried out as a group and project work and starts with simple, short drills in production under the teacher's instructions and guidance. There is then a little more work to be done, where students gradually become responsible for the greater part of the process. After hand, self-employed productions are manufactured where the teacher acts as a supervisor and a consultant.

It is being sought that in the written work concerning the preparation of synopsis and the storyboard, the emphasis on progression and cooperation is a matter of priority.

Visit companies and institutions working on film and television can benefit as part of the activity's activities.

In conclusion, a test production is produced, which forms the basis for part of the sample in the profession. The work on the production of diplomas will be carried out as group work unless exceptional technical or educational considerations are in force.

3.3. IT

It has a central position in the profession, both in the case of the practical and the theoretical dimension.

In the theoretical-analytical work it is used for information-searching, presentation and dissemination of specialized substances. In the production process, it is used for the processing of text and the information search in pre-production and digital editing in post production.

3.4. Collections with other subjects

In order to be able to act in the field of professional objectives, the profession is factored in collaborating with other subjects and professional groups. Subpart of nuclear material and supplemental substances shall be chosen and treated in such a way as to contribute to the strengthening of the professional interaction in the study. This strengthens the perception of the media as a multifaceted subject involving historic, cultural, societal and aesthetic perspectives.

4. Evaluation

4.1. Ongoing Evaluation

The professional objectives are the basis for the ongoing evaluation of the position and education of the student body.

The theoretical / analytical procedure, and the teaching and work forms are evaluated using questionnaires, test and / or converts adapted to the individual sequence. Herivia contributes the continuous evaluation of the student to reflecting on its professional development.

All practical production flows will be terminated with a shared view of the products for the entire / class. The products shall be evaluated in such a way as to enable each group and the teacher to participate jointly in the evaluation of all the production units. In addition, each group evaluates its own production cycle in interaction with the teacher.

Interdisciplinary procedures shall include the choice of evaluation methods in the common organisation.

4.2. Test form

An oral test is to be held, consisting of two parts :

-WHAT? a test in the group / exams of the group, cf. Act. 3.2.

-WHAT? a sample of the theoretical-analytic substance.

The test of the group / examiner's final production

The basis of this part of the test is the examination of the group / exams of the group / exams.

The school decides whether the examination takes place individually or in a group fashion. When professional relationships make it necessary, the school exempting an examination of degrees from a group degree of examination.

This part of the examination consists of an initial presentation to which the group / examination exams and discuss key elements of production, and of an in-depth conversation between the group / examiner and examiner's production of the group / diploma. Censor may question the group / examiner questions.

Expermeation time is approximately 15 minutes per. for this part of the sample, however, a maximum of 60 minutes, regardless of the number of examiner's degrees in the group.

The sample in the theoretical-analytic substance

During the preparatory period, the examination must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

The basis of the sample is not a-through quote from a film or a television programme. The quotation shall not exceed seven minutes and shall be associated with films and television events that have been the work of the theoretical-analytic part of the instruction. The quotation shall be accompanied by a sheet containing the necessary credits and, where appropriate, any indicative questions. Ex-samenscites must be used three times. The test of the Committee shall be tested in its capacity to produce significant aspects of the quotation and make it possible for a future to be carried out.

Preparation time is around. About 60 minutes and an examination of the hour. 30 minutes per. final examination for this part of the sample.

4.3. Assessment criteria

The assessment is an assessment to what extent the performance of the examiner lives up to the trade union objectives as defined in point. 2.1.

In assessing media production, the emphasis shall be placed on :

-WHAT? complexity and precision in the design and sound page of the image

-WHAT? the consistency between purpose, content, design and target group.

In assessing the presentation and presentation of the student body, the following shall be attached to the examiner :

-WHAT? the ability to justify and discuss the choice of film language instruments and the dramaturgi and narrative conditions ;

-WHAT? the communication of the intermediate aspects ;

-WHAT? the ability to respond to its own production and production process.

In assessing the quotation of the pupils, the examination shall be attached to the examiner ' s :

-WHAT? the statement of the use of the film language realities ;

-WHAT? statement of dramaturgical, narrative and rerec conditions ;

-WHAT? perspectives for reviewed matter

-WHAT? perspectives for production, societal and historical conditions.

One grade shall be given on the basis of a comprehensive assessment of production, examination of production, and of the individual test. `


Appendix 4

' Annex 39

Mediemajx C-stx, June 2012

1. Identity and purpose

1.1. Identity

The media field is a live image in an aesthetic, cultural and communicative context. The profession unites a theoretical-and a practical-productive approach to live images.

The father gives the pupils the necessary tools to analyze live images. This is of crucial importance for the possibility of experiencing and evaluating the information and effects that one meets as a user of the media. It also provides insight into films and the expression of television in the context of practical production.

1.2. Objective

Education is developing the ability of students to analyse, perspectives and assess Danish and international media productions in the field of fiction, facts and mixtures between these types of activity. At the same time, education must develop the ability of students to express themselves independently and nuanced in live images, so that they become active, creative and reflective users of films and television.

2. Fact objectives and professional content

2.1. Fagable targets

The students must be able to :

Theory and analysis

-WHAT? use the terminology of the film language in the context of the analysis of films and productions ;

-WHAT? account for basic dramaturgical principles and narrative conditions ;

-WHAT? characterise the basic characteristics of the facts and the fiction ;

-WHAT? identify key genres and program types

-WHAT? make a vision of films and television productions.

Practice

-WHAT? operating recording and editing equipment ;

-WHAT? planning and carrying out media production in groups ;

-WHAT? determine the phases of working with a media production

-WHAT? use the terminology of the film language in the context of the phases of media production ;

-WHAT? customizing expression form to content and target group

-WHAT? develop synopsis and storyboard ;

-WHAT? use the basic principles of dramaturgical,

-WHAT? remain analytical to the production process and their own production.

2.2. Kernestof

The core matter is :

-WHAT? terminology of projections,

-WHAT? basic dramaturgical principles and narrative conditions

-WHAT? basic features of the facts and fixation programmes ;

-WHAT? core genres and application types

-WHAT? production organisation, including the preparation of synopsis and storyboards ;

-WHAT? recording principles and recording equipment,

-WHAT? editing principles and editing techniques.

2.3. Supplemental fabric

The students will not be able to meet the technical objectives solely with the help of the nuclear material. The additional substance in media studies C must outlook and deepen the nuclear material and, in the whole, broadening the professional horizons so that the pupils can meet the professional objectives. Historical, cultural, societal and genetic perspectives must be included in the teaching.

3. Organisation of the Organisation

3.1. Didatical principles

It is a crucial thing of the principle of the media to integrate theoretical-analytical education into practical-productive and vice-versa. The emphasis is placed on the fact that the disciplines are being experienced as a whole : in the case of theoretical-analytical education, the terminology of the professional terminology and other conceptual apparatus shall be incorporated into the production process. In the production process, a number of practical experience can be carried out to be carried out into the analysis.

It is in the area of professionals that there will be interaction between inductive and deductive learning, so that education is organised as an equal distribution between the theoretical-analytical work and the practical-production.

3.2. Work Forms

In order to develop analytical, creative, communicative and social skills in the pupils, different teaching forms from project work in groups to class education are used.

The theoretical-analytical work is based on the display of films and television productions. Inigo work, under the teacher's instruction and guidance, with short quotes and shot-to-two-shot analysis in order to make the students familiar with the terminology and working methods of the profession. The presence of selected scenes / sequences, where the students are increasingly actively involved in the analysis work, are then worked. Subsequently, the whole works are treated in the application of more complex methods of analysis and forms of work that are weighing the self-employed contributions.

The practical work is carried out as a group and project work and starts with simple, short drills in production under the teacher's instructions and guidance. There is then a little more work to be done, where students gradually become responsible for the greater part of the process. After hand, self-employed productions are manufactured where the teacher acts as a supervisor and a consultant.

In conclusion, a test production is produced, which forms the basis for part of the sample in the profession. The work on the production of diplomas will be carried out as group work unless exceptional technical or educational considerations are in force.

3.3. IT

It has a central position in the profession, both in relation to the theoretical and the practical dimension.

In the theoretical-analytical work it is used for information-searching, presentation and dissemination of specialized substances. In the production process, it is used for the processing of text and the information search in pre-production and digital editing in post production.

3.4. Collections with other subjects

The Media subject C is covered by the general requirements for interactions between the trade unions and are part of general study preparation in accordance with the rules applicable to this course of action. Parts of nuclear and supplemental substances shall be selected and processed in such a way as to contribute to the reinforcement of professional interaction in the study.

4. Evaluation

4.1. Ongoing Evaluation

The professional objectives are the basis for the ongoing evaluation of the position and education of the student body.

The theoretical / analytical procedure, and the teaching and work forms are evaluated using questionnaires, test and / or converts adapted to the individual sequence. Herivia contributes the continuous evaluation of the student to reflecting on its professional development.

All practical production flows will be terminated with a shared view of the products for the entire / class. The products shall be evaluated in such a way as to enable each group and the teacher to participate jointly in the evaluation of all the production units. In addition, each group evaluates its own production cycle in interaction with the teacher.

Interdisciplinary procedures shall include the choice of evaluation methods in the common organisation.

4.2. Test form

An oral test is to be held, consisting of two parts :

-WHAT? a test in the group / exams of the group, cf. Act. 3.2.

-WHAT? a sample of the theoretical-analytic substance.

The test of the group / examiner's final production

The basis of this part of the test is the examination of the group / exams of the group / exams.

The school decides whether the examination takes place individually or in a group fashion. When professional relationships make it necessary, the school exempting an examination of degrees from a group degree of examination.

This part of the examination consists of an initial presentation to which the group / examination exams and discuss key elements of production, and of an in-depth conversation between the group / examiner and examiner's production of the group / diploma. Censor may question the group / examiner questions.

Expermeation time is approximately 10 minutes per. Exams for this part of the sample, however, for a maximum of 40 minutes, regardless of the number of examiner tests in the group.

The sample in the theoretical-analytic substance

During the preparatory period, the examination must use all aid. Communicating with the outside world is not allowed. In addition, the Internet is not allowed.

The basis of the sample is not a-through quote from a film or a television programme. The quotation shall not exceed five minutes and shall be associated with films and television events that have been the work of the theoretical-analytical part of the teaching. The quotation shall be accompanied by a sheet containing the necessary credits and, where appropriate, any indicative questions. Ex-samenscites must be used three times. The test of the Committee shall be tested in its capacity to produce significant aspects of the quotation and make it possible for a future to be carried out.

Preparation time is around. Thirty minutes and an examination of the hour. 30 minutes per. final examination for this part of the sample.

4.3. Assessment criteria

The assessment is an assessment of the extent to which the performance of the examiner ' s performance complies with the professional objectives as specified in point. 2.1.

In the assessment of the examination of the examination of the quotation, the emphasis shall be placed on :

-WHAT? the analysis of the use of the film linguistic realities ;

-WHAT? the exposition of elementary dramaturgical and genre circumstances ;

-WHAT? the perspective of the quotation for the substance of the quotation.

In the assessment of media production, the emphasis shall be placed on the following :

-WHAT? the design and sound side of the design ;

-WHAT? the consistency between purpose, content, design and target group.

In the assessment of the examination of the examination by the examiner, the test shall be attached to the examiner ' s :

-WHAT? the ability to justify the choice of film language instruments ;

-WHAT? the ability to respond to its own production of an analytical procedure.

One grade shall be given on the basis of a comprehensive assessment of production and the performance of the examiner in the two parts of the test. `