Entertainment Industry 2019 HSC exam pack

Students should:

• distinguish between content from the different mandatory focus areas in the Syllabus
• communicate entertainment industry concepts and provide relevant examples
• be prepared to address a range of entertainment industry issues
• respond correctly to the key words used, for example, explain, describe and distinguish
• communicate using appropriate entertainment industry terminology
• apply relevant workplace examples to the different focus areas
• apply relevant entertainment industry requirements from their experience(s) on work placement
• demonstrate knowledge of employability skills relevant to various situations
• practise articulating the practical components of the course into structured responses.  

Question 16

In better responses, students were able to:

• accurately describe the steps in preparing a stage for a performance (a)
• keep their responses relevant to stagehand roles (a)
• use practical applications   
• provide realistic steps taken to rectify an audio issue (b).

Areas for students to improve include:

• demonstrating their understanding of the specific roles of the stage crew (a)
• applying contextual example(s) relevant to the question (b).  

Question 17(a)

In better responses, students were able to:

• identify a relevant copyright issue and the steps required to gain permission to use the materials (a)
• present realistic and appropriate consequences to copyright infringement (b).

Areas for students to improve include:

• knowing information about copyright industry bodies (a)
• demonstrating an awareness of the consequences of copyright infringement (b).

Question 18

In better responses, students were able to:

• clearly understand and articulate the functions of Safe Work NSW (a)
• expand on the general roles and responsibilities of an usher (b)
• demonstrate industry specific terminology as sourced from relevant legislation (b).
• provide a clear division of social, economic and human costs and having accurate information inside those divisions (c)
• contextualise the impacts rather than just listing them (c).

Areas for students to improve include:

• avoiding general statements concerning Workplace, Health and Safety (a)
• ensuring that all aspects of the question are addressed (b)
• demonstrating an awareness of social impacts (c)
• applying their understanding of workplace injuries across the industry and the broader community rather than just the individual (c).

Question 19

In better responses, students were able to:

• create a cohesive explanation of the needs and expectations of diverse customers and provide clear strategies for these.

Areas for students to improve include:

• expanding their knowledge of a range of strategies for a diverse range of customers including those with special needs
• understanding that customers in the entertainment industry are not limited to external customers.

Question 20

In better responses, students were able to:

• make reference to the specific paperwork required by a lighting designer (a)
• articulate the roles and responsibilities of the lighting designer and their relationship with other production personnel (a)
• correctly identify suitable equipment and accessories needed to realise the lighting state (b).

Areas for students to improve include:

• avoiding confusion with the roles of the various lighting personnel (a)
• developing their knowledge of lighting types and their function (b).

In better responses, students were able to:

• clearly articulate the role of the Front of House Manager (a)
• use examples such as staff rostering, delegation, resolving issues, training, supervision to support their answer (a)
• identify the context of the question (b)
• provide a thorough understanding of the hierarchy of the creative process (b).

Areas for students to improve include:

• developing their understanding of the role of the Front of House Manager and how it differs from that of an usher (a)
• demonstrating an understanding of the creative process (b)
• referring to the differing phases of production (b).

In better responses, students were able to:

• clearly demonstrate the roles and responsibilities of audio and vision personnel within the various phases of production
• identify clear communication pathways between all departments
• provide clear use of technical or procedural processes that were related to the various phases of production
• show their understanding of the relevant paperwork used in the various phases of production.

Areas for students to improve include:

• understanding the difference between the audio and vision as a ‘department’ as compared to their role in the creative process.