Embedded Files
Important Info
Important Info
Weighting 30%
Due
Week 8
DATE
Mode: This task can be completed at home and at school
What to Expect: All Students
What to Expect: All Students
In this task, you will create a video essay that explores how teenage characters and coming-of-age experiences are represented in film. You will analyse the use of film techniques and consider how these representations reflect the era in which the film was made.
See the film option list for this task here.
You will submit:
Video file (H.264 / mp4)
Reference list (APA7 format)
Specifics for your Pathway
Specifics for your Pathway
Pathway
Pathway
Tertiary
Tertiary
Accredited
Accredited
Modified
Modified
Movie Analysed
Movie Analysed
2 feature films from different eras
2 feature films from different eras
1 feature film
1 feature film
1 short film or TV episode
1 short film or TV episode
Focus
Focus
Compare and contrast representations of teen stereotypes, film techniques, and cultural context.
Compare and contrast representations of teen stereotypes, film techniques, and cultural context.
Analyse how the film’s techniques suit its era and portray coming-of-age.
Analyse how the film’s techniques suit its era and portray coming-of-age.
Identify teenage stereotypes and explain 2–3 film techniques used to portray them.
Identify teenage stereotypes and explain 2–3 film techniques used to portray them.
Length
Length
6-10 minutes
6-10 minutes
4-6 minutes
4-6 minutes
3–4 minutes
3–4 minutes
SWAT Analysis (Pick 2–3)
SWAT Analysis (Pick 2–3)
Remember, SWAT helps us identify and explain how filmmakers use codes to create meaning and influence the audience.
Symbolic
SCOPE: Setting, Colour, Objects & Props, Posture & Body LanguagE
Written
TAGS: Titles, Attribution, Graphics & Logos
Audio
MAD: Music, Audio effects (SFX), Dialogue
Technical
SCALE: Shot Type, Camera Angle, Angle of Lighting, Lighting Style, Editing
Guiding Questions
Guiding Questions
Which teen stereotypes are shown in the film(s)?
Identify characters like the popular girl, rebel, nerd, outsider, or misunderstood artist.How do these stereotypes reflect the social, cultural, or historical context of the era?
Consider factors like school settings, gender roles, and popular culture at the time.How do the director’s choices in film techniques (using SWAT: SCOPE, TAGS, MAD, SCALE) communicate or reinforce these stereotypes?
For example, examine settings, props, colour, body language, titles, music, dialogue, camera angles, lighting, and editing.How do film techniques and stereotypes create meaning for the audience
Think about how the audience is positioned to feel empathy, admiration, or humour.What is your personal response to the film(s)?
Do these portrayals reflect or differ from your own teenage experiences?(Tertiary only) How do the portrayals of teenagers differ between films from different eras?
Compare stereotypes, techniques, and social context across the films.
Referencing Specifics
Referencing Specifics
Include basic information about the film(s): release year, director, actors, and reception (e.g., box office, critical reviews).
Provide a reference list in APA7 format for:
Films
Music/soundtrack
Images or clips used
Information sources
On-screen or voice-over citations are sufficient for Modified and Accredited; full APA7 format is required for Tertiary.
For more info, see the bottom of this page.
Tips for Success
Tips for Success
Check out the page on assessment verbs to help you understand the task and rubric
Use 2–3 film techniques for in-depth analysis.
Choose relevant clips to illustrate your points.
Keep personal reflection concise (~30 seconds).
Structure your video to follow the suggested essay structure.
Check spelling, grammar, and clarity of voice-over.
To understand how you will be marked, see the rubric provided on Google classroom.
Additional Information
Referencing Information
For support with APA referencing visit our class site resource.
Need Help? Just drop by the teacher librarian’s desk in our library
Declaration of Original Work:
By submitting this work to Google classroom under your name and student number, you are acknowledging the following:
The work that I have attached is my own work and has not been submitted for assessment before.
I have kept a copy of this assignment and all relevant notes and reference material that I used in the production of the assignment.
I have given references for all sources of information that are not my own, including the words, ideas and images of others.
I am aware that this work may be viewed by other teachers for moderation purposes.
I accept that this work may be used in college materials, advertisements or to provide examples for future classes unless I have stated otherwise.
AI Check
🚩AI CANNOT BE USED IN THIS TASK
Why? This task is to assess YOUR thoughts, YOUR analysis and YOUR understanding.
🚨 Consequences of Misuse:
If AI is used in ways not permitted, it will be treated as plagiarism. This may result in:
A score deduction, non-submission, or a required redo of the task.
A Sentral record of AI misuse, which applies across all of your class subjects.
A meeting with executive staff if AI misuse occurs in multiple tasks, potentially affecting your course completion (e.g. v grade).
To learn more about use of AI, view this link.
Relationship to Unit Goals
Relationship to Unit Goals
Students will critically analyse how meaning is created and interpreted in film through the portrayal of teen stereotypes.
Students communicate ideas and analysis using a video essay combining clips, images, and voice-over.
We will apply critical and creative thinking to explore film techniques and the cultural context of different eras.
Students reflect on personal experiences and understanding of coming-of-age themes in relation to the films.
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