Introduction to AT2 & Pedagogical statement
This media arts unit, designed for students in Years 9 and 10, explores the theme of identity and representation in media, with a specific focus on race and the portrayal of Indigenous Australians. In line with the Australian Curriculum: The Arts (Media Arts), the unit engages diverse learners through a sequenced, differentiated, and inquiry-based approach that promotes both creativity and critical engagement with media texts. This pedagogical statement outlines the theoretical, curricular, and practical foundations of the unit and explains how the design choices respond to student needs and current professional understandings of effective media arts education.
Philosophical and Pedagogical Foundations
My philosophical approach to media education is grounded in the belief that the arts—particularly Media Arts—are essential for developing students’ ability to interpret, critique, and create cultural texts in a visually saturated world. This aligns with the position of the Australian Curriculum, which emphasises the importance of media literacy, critical thinking, and creative production as key competencies for 21st-century learners (ACARA, 2022).
The unit draws on constructivist theories of learning (Vygotsky, 1978), which highlight the importance of scaffolding and social interaction in building knowledge. It is also informed by the multiliteracies framework developed by the New London Group (1996), which supports the integration of multiple modes of communication—including visual, audio, and digital—in teaching and learning. This framework is particularly relevant in Media Arts, where students are required to navigate and compose complex multimodal texts.
The principles of Universal Design for Learning (UDL) (CAST, 2018) underpin the unit to ensure that learning opportunities are accessible and inclusive for all students. This includes providing multiple means of representation, engagement, and expression throughout the learning sequence.
Unit Theme and Learning Focus
The central theme of this unit is identity and race in media representation, with a particular emphasis on Indigenous Australian perspectives. Students will critically examine how Indigenous peoples have been represented across various media forms—both historically and in contemporary contexts—and how these representations influence societal attitudes and cultural understanding. The overarching inquiry question is: How can we use media to explore and express diverse identities and challenge stereotypes?
Each lesson builds on this theme by focusing on key media concepts such as representation, narrative, symbolism, sound, and editing. Students will engage in analytical tasks that deconstruct existing media portrayals and creative tasks that empower them to produce their own short media works that reflect nuanced understandings of identity and culture.
Curriculum Context and Target Learning Level
This unit aligns with the Australian Curriculum: The Arts (Version 9.0), specifically within the Media Arts strand for Band 9–10. Relevant content descriptions include:
AC9AMA10E01: Analyse how media conventions are used to construct meaning and communicate ideas in media arts works.
AC9AMA10P01: Plan and structure media arts works that communicate ideas using story principles, media conventions and genre.
AC9AMA10C01: Present media arts works using responsible and safe media practice.
AC9AMA10E02: Evaluate the social, cultural and historical contexts of media works.
The unit is intended for Year 9 and 10 students who are developing increasing independence and sophistication in both critical and creative tasks. It is suitable for students in a range of schooling contexts, including mainstream, multicultural, and inclusive classrooms.
Focus of Student Learning and Teaching Strategy
The primary learning focus is to develop students’ media literacy and cultural understanding through critical analysis and creative production. Students will explore how media representations of race and identity shape public perception and personal experience. Through both deconstructive and constructive media tasks, students will deepen their awareness of how technical and symbolic elements can be used to convey complex cultural narratives.
A gradual release of responsibility model (Fisher & Frey, 2008) will guide instruction, progressing from explicit teaching and modelling to guided practice and independent application. Teaching strategies include think-pair-share discussions, case studies of Indigenous media creators, and collaborative film projects.
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Differentiation and Inclusion
Differentiation strategies are embedded throughout the unit to accommodate the diverse needs, interests, and cultural backgrounds of students. These include:
Offering multiple modes of response for analysis tasks (e.g., essays, oral presentations, visual mind maps)
Flexible group roles during media production (e.g., writer, director, cinematographer)
Scaffolded planning tools for students needing additional support
Extension tasks for advanced learners, such as comparative analysis of international Indigenous media
Cultural and linguistic diversity is affirmed through the content, with a strong focus on Indigenous Australian perspectives. Students will examine works by Aboriginal and Torres Strait Islander media makers and reflect on the ethics of cultural representation and appropriation.
Duration and Structure of the Module
The unit spans six weeks, with two 60-minute sessions per week. Each week explores a distinct aspect of media production and representation:
Introduction to Identity and Representation
Historical and Contemporary Portrayals of Indigenous Australians
Camera Work, Sound, and Symbolism in Storytelling
Analysing Indigenous Media Creators
Planning and Producing Short Media Projects
Editing, Presentation, and Reflection
Learning Environments and Physical Contexts
The unit can be delivered flexibly in classrooms, media labs, or blended learning environments. A dedicated digital platform supports both face-to-face and remote learning.
Teacher section: Lesson plans, rubrics, teaching strategies, and curriculum links.
Student section: Media samples, instructional guides, interactive activities, and submission portals.
Students will also have the opportunity to visit a cultural centre or community media organisation to engage with Indigenous storytellers and media practitioners, enriching their learning through real-world connections.
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Planned Activities and Assessment
Planned activities include:
Analysing clips and posters of media works featuring Indigenous characters
Studying the work of Indigenous filmmakers and media artists
Creating storyboards that reflect personal or community identity
Producing short video or audio projects on themes of race and culture
Peer reviewing rough cuts and final presentations
Assessment is both formative and summative. Formative assessment includes feedback on concept pitches and storyboards. Summative assessment consists of a completed media project and a written or recorded reflective commentary connecting media choices to themes of identity and representation.
All assessments are aligned with curriculum standards and include clear criteria. Feedback supports ongoing learning and encourages critical self-reflection.
Student Engagement and Digital Platform Use
The digital platform provides an engaging, interactive hub for student learning and collaboration. Features include:
Video tutorials and exemplars
Embedded quizzes and reflection prompts
Online forums for peer feedback and discussion
Easy-to-use submission portals for all tasks
Teachers benefit from downloadable instructional materials and video demonstrations that model effective media teaching practices. The platform is accessible, culturally inclusive, and visually engaging.
Justification and Theoretical Support
Research supports the use of authentic, project-based learning in Media Arts to foster student engagement, critical awareness, and collaboration (Hobbs, 2011; Buckingham, 2003). Emphasising cultural identity and representation in media production enhances students’ intercultural competence and digital storytelling skills (Burn & Durran, 2007).
By focusing on Indigenous perspectives and challenging dominant media narratives, this unit empowers students to become both critical consumers and ethical producers of media. It nurtures their capacity to use media as a tool for self-expression, social justice, and cultural understanding.
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