Entertainment Industry 2018 HSC exam pack (archive)

In better responses, students were able to:

• draw an accurate diagram (16a)
• clearly draw and label a stage plan with evidence of portable staging and audience position (16b)
• provide clear technical steps specifically relating to LED lighting (17a)
• clearly describe the troubleshooting processes in a logical sequence (17b)
• demonstrate and understanding of the use of a tungsten light (17b)
• refer to specified hazards relating to the event and the employee (18a)
• understand hierarchy and apply accurate examples from the event (18b)
• describe both the positive and negative effects specific to the event and to the community (18c)
• use relevant examples (18c).

Areas for students to improve include:

• showing a clear understanding of a signal flow chart rather than a stage plan (16a)
• using a clear drawing technique, taking care with complicated cables and keys (16b)
• showing an understanding of speaker placement to ensure effective audio functionality (16b)
• showing a clear understanding of LED lighting and DMX (17a)
• demonstrating an understanding of lights such as the tungsten variety (17b)
• using relevant technology specific terms (17b)
• relating hazards to the employee /event rather than merely listing general hazards (18a)
• demonstrating an understanding of hierarchy (18b)
• referring to effects on the community rather than giving general positive and negative effects (18c).

Question 20(a)

In better responses, students were able to:

• clearly identify the role of the venue manager
• distinguish between a safety induction including areas such as, evacuation procedures, tour of venue, first aid location, signage, safety equipment, out of bounds rather than just referring to a list of potential hazards
• identify the timing in which an induction takes place, for example, before the bump in to the organising team – not before the show to the audience.

Areas for students to improve include showing an understanding of:

• job roles and not confusing the venue manager and stage manager
• a safety induction as opposed to safety hazards.

Question 20(b)

In better responses, students were able to:

• relate the role of a stage manager directly to the awards night
• present their answer in a logical sequence of events using appropriate industry terminology
• refer to personnel and production elements
• use relevant industry specific terms such as prompt copy, cue sheet, stage plan, stage geography, cue calls and the movement of the performers on and off the stage related to these terms.

Areas for students to improve include:

• avoiding generalisations when referring to the event and/or production elements
• demonstrating a cohesive approach to the elements of the question
• referring to the rubric component of the question, for example, the awards night event often became a reference to any event held in a venue.

In better responses, students were able to:

• present their answer using a logical sequence of events and relevant industry-specific terminology
• clearly identify equipment by name and function
• display a strong use of context for lighting design, that is, dramas, musical, mood, atmosphere, genre
• apply lighting techniques such as intensity, beam angles, three-point lighting and throw distances into their responses
• discuss the relationship between personnel
• understand difference between distribution and power particularly with LED lighting.

Areas for students to improve include:

• making comparisons specific in requirements – that is, more lighting is not a comparison
• including the use of equipment required beyond lanterns
• showing an understanding of skills and qualifications of key personnel.