| ASSESSMENT 4 BRIEF | |
| Subject Code and Title | IVL100 Visual Language of Photography |
| Assessment | Image Analysis |
| Individual/Group | Individual |
| Length | 1 (one) image and 600 words (+/- 10%) Report |
| Learning Outcomes | The Subject Learning Outcomes demonstrated by successful completion of the task below include: Demonstrate knowledge and technical skills to produce images using a range of visual communication approachesApply observational skills learnt in this subject to interpret and analyse visual languageExplore and apply appropriate techniques to produce effective visual communication concepts |
| Submission | Due by 11:55pm AEST/AEDT Sunday end of Module 12. |
| Weighting | 30% |
| Total Marks | 100 marks |
Task Summary
For this assessment you will put into practice all the skills and theory learned from this subject to produce 1 main image. You will also write a report and self-reflection.
In making your main image, your “masterpiece”, take into consideration the all the images you submitted for Assessment 3, as well as all the content covered in class and your own research on the topic of Visual Language of Photography.
To support your report, you will submit 4-6 images documenting your evolution during the creation of your “masterpiece”. These images should show the process of creation and the evolution of this image, which will further strengthen the statements that are written in your report.
Please refer to the Task Instructions for details on how to complete this task.
Context
One of the hardest tasks for a photographer is having an open brief. This is an opportunity for the photographer to be creative and apply the concepts and theories of visual communication to create a strong and memorable image.
In 2010, National Geographic photographer Steve McCurry was asked to photograph using the very last roll of Kodachrome film ever made. His task was to create powerful images from each of the 36 frames in the film – no chance for errors and the whole world was watching. McCurry didn’t end up creating his masterpiece from this roll of film, but he managed to make each one of the images unique and memorable by following basic rules of composition and visual language.
Task Instructions
You must submit 1 (one) image shot by you and write a 600-word report including a short self- reflection outlining the challenges and learnings from this task.
The photograph must be unique and shot specifically for this assessment.
The image must clearly show application of multiple theories of visual language of photography learned in this subject. You can choose any genre of photography, using a location or setup of your choice.
You’ll also need to include 4-6 images showing the development of the creative process – the images can be behind the scenes, showing how the final image developed over time or, anything that documents the process to further strengthen your report.
Your report you must include:
- The names of the Visual Language theories and any techniques applied – explaining why you believe these theories and techniques made your image stronger.
- The technical aspects of the photograph – camera used, aperture, lens, etc., as well as the reasons why these settings were chosen.
- A short self-reflection outlining the challenges and learnings from this task.
- 4-6 images documenting the creative process.
Deliverables
- All images must be outputted as JPG files. Images must be no smaller than 3000 pixels on the longest edge.
- One single PDF document containing:
- Your “masterpiece” image
- 600-word report including self-reflection
- 4-6 documented images of the creative process
- Reference list – including details of all research and image sources, following the referencing criteria below.
Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here https://library.torrens.edu.au/academicskills/apa/tool
Submission Instructions
Submit this task via the Assessment link in the main navigation menu in IVL100 Visual Language of Photography. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
Academic Integrity Declaration
I declare that except where I have referenced, the work I am submitting for this assessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy and Procedure viewable online at http://www.torrens.edu.au/policies-and-forms
I am aware that I need to keep a copy of all submitted material and their drafts, and I will do so accordingly.
Assessment Rubric
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Apply visual communication techniques to your own photograph Percentage for this criterion = 30% | Image does not meet the requirements for this task. Either not the correct number of images provided, or does not meet any visual communication techniques. | Standard of work produced and the image meets the criteria of the visual communication techniques. | Standard of work produced and the image meets the visual communication techniques and benefits from the chosen technique. | Excellent standard of work produced and the image meets the visual communication techniques and benefits from the chosen technique. | Outstanding quality of work produced and the image is strong/memorable and meets the criteria at a high level. |
| Effective Communication (Written) Percentage for this criterion = 30% | Presents information. Specialised language and terminology is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. | Communicates in a readable manner that largely adheres to the given format. Generally employs specialised language and terminology with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. | Communicates in a coherent and readable manner that adheres to the given format. Accurately employs specialised language and terminology. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. | Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is, clear and persuasive. | Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Discerningly selects and precisely employs a wide range of specialised language and terminology. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, |
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Some errors are evident in spelling, grammar and/or punctuation. | Occasional minor errors present in spelling, grammar and/or punctuation. | Spelling, grammar and punctuation are free from errors. | persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. | ||
| Self-Reflection Percentage for this criterion = 20% | An inadequate, unclear, unfocussed or overview which does not include analysis or personalisation or express meaningful insights. Minimal evidence of any reflective and analytical skills with sparse expression of unjustified views and opinions. Descriptive without any analysis of thoughts or feelings. | Uses some examples to support claims. Examples require further development to align to the requirements of the assignment brief. Demonstrates a limited understanding of the reflective task. Mostly descriptive with little analysis of thought or feelings | Uses relevant examples from experience to support claims. Makes applicable connections between ideas. Demonstrates a thoughtful understanding of the reflective take and subject matter. | Reflection and analysis of own experiences is consistently personalised, demonstrates independent thinking and expresses meaningful insights. Analysis of experiences demonstrates a high level of independent thinking and expresses meaningful insights. Views and opinions are readily expressed. | Reflection and analysis of own experiences is consistently personalised, demonstrates independent thinking and expresses meaningful insights. Excellent analysis of experiences demonstrates a high level of independent thinking and expresses meaningful insights. Views and opinions are readily expressed. |
| Assessment Attributes | Fail (Yet to achieve minimum standard) 0-49% | Pass (Functional) 50-64% | Credit (Proficient) 65-74% | Distinction (Advanced) 75-84% | High Distinction (Exceptional) 85-100% |
| Correct citation of key resources and evidence Percentage for this criterion = 20% | Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas. Referencing is omitted or does not resemble APA. | Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed. Referencing resembles APA, with frequent or repeated errors. | Demonstrates use of credible resources to support and develop ideas. Referencing resembles APA, with occasional errors. | Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Show evidence of wide scope within the organisation for sourcing evidence. APA referencing is free from errors. | Demonstrates use of high- quality, credible and relevant resources to support and develop arguments and position statements. Show evidence of wide scope within and without the organisation for sourcing evidence. APA referencing is free from errors. |
| The following Subject Learning Outcomes are addressed in this assessment | |
| SLO b) | Demonstrate knowledge and technical skills to produce images using a range of visual communication approaches |
| SLO c) | Apply observational skills learnt in this subject to interpret and analyse visual languages |
| SLO d) | Explore and apply appropriate techniques to produce effective visual communication concepts |
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