Entertainment Industry 2020 HSC exam pack

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
• engage with what the question is asking rather than presenting a pre-prepared response
• relate to the question throughout the response rather than just at the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using relevant workplace examples and Entertainment Industry terms
• be prepared to address a range of industry issues
• demonstrate knowledge of employability skills relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response that answers the question
• review their response to ensure that it addresses the question requirements.
• be able to apply their understanding of course/subject knowledge to the context being addressed in the question, rather than supplying a generic answer based on the topic of the question.

Question 16

In better responses, students were able to:

• apply their understanding of ‘safety procedures’ when bumping in a set for a show, including the action taken rather than simply naming safety measures or considerations
• demonstrate how to apply the appropriate communication skills and customer service principles related to front of house operations as well as the appropriate reporting lines for this type of complaint.

Areas for students to improve include:

• knowing the difference between a safety hazard and a safety procedure
• understanding the role of Front of House personnel and their correct chain of command
• providing realistic solutions to situations presented to them, for example, dealing with customer complaints using practices seen in the industry
• correctly interpreting a scenario and developing their response.

Question 17

In better responses, students were able to:

• construct a procedural based response with accurate reference to the testing and tagging process
• identify the Stage Manager as in a position of authority, understanding their working relationship with the other technical departments as well as the role and function of paperwork
• provide details of the process/procedures undertaken in order to remove the scene followed industry practice.

Areas for students to improve include:

• understanding the testing and tagging process
• constructing a procedural text to correctly describe the testing and tagging process
• providing solutions to problems detailed in the question
• understanding the roles and responsibilities of people in different departments and their working relationship with the Stage Manager
• understanding the role of paperwork in a production and the processes used to maintain version control
• demonstrating knowledge of how to apply communication techniques in an industry context.

Question 18

In better responses, students were able to:

• demonstrate how paperwork (run sheets) are used in this industry context to facilitate time and task management
• show an understanding of audio signal flow with the ability to identify potential issues and provide workable solutions
• interpret the phrase “pre-production to post-production” and clearly identify the phases of production
• show the different Work, Health and Safety (WHS) processes and procedures to be undertaken in each phase regarding the context of the all-ages concert.

Areas for students to improve include:

• understanding the role of show documentation as an organisation and time management tool
• constructing a process-based response that has clear workable solutions, not just how to manage the situations by performing various checks or instructing someone else to perform the checks
• creating a clear and logical response to the question, identifying each phase of production
• improving their level of detail related to WHS processes conducted in the production phase
• using the correct WHS terminology and how it is applied to the entertainment industry.

Question 19

In better responses, students were able to:

• identify a range of customer service strategies and link them to the context of the Moonlight Cinema event
• describe which equipment is required and the relevant set up procedures for this event
• use specific technical terminology relating to vision systems and justify the choices made.

Areas for students to improve include:

• referring specifically to the context of the question
• identifying strategies with detail around the actions taken and refraining from making generalised statements
• ensure they do not confuse WHS with technical considerations, for example, technical considerations most commonly relate to the understanding and installation of equipment.

Question 20

In better responses, students were able to:

• describe a specific lighting ‘state’ or ‘scene’ that could be used as part of an end of year concert
• identify the appropriate lighting equipment used to achieve their chosen ‘state’
• detail the technical similarities and differences between the two stage types and how they could use each for the end of year concert.

Areas for students to improve include:

• avoiding the use of generic terms such as ‘happy mood’ or ‘disco feel’ and describe the lighting state by identifying specific colours or lantern intensity.

Question 21(a)

In better responses, students were able to:

• interpret the question and focus on the audio requirements for the event
• use accurate audio terminology with reference to equipment and operational processes
• demonstrate a detailed understanding of the context of the question with reference to specific equipment and how it would be used in the event
• demonstrate an understanding of signal flow and include aspects of pre-production.

Areas for students to improve include:

• ensuring they reference all aspects of the question’s stem and address each requirement
• developing their responses to include the context of the event.

Question 21(b)

In better responses, students were able to:

• describe a range of appropriate strategies, for example, monitoring and maintaining signal and vision equipment, that could be used to ensure the equipment is functional during the event.
• detail the specific vision system equipment and cabling as well as how it would be set up
• provide accurate diagrams to support their response.

Areas for students to improve include:

• addressing the question’s specific context
• having a balance between both the organisational approach and the technical approach
• understanding that strategies require students to develop a plan of action and, refer to how they would address the event’s vision requirements.

In better responses, students were able to:

• address both communication and teamwork strategies and apply them to the industry context with relevant examples to support their explanation
• acknowledge the touring nature of the production and how this can have an effect on the approach to communication and teamwork
• consistently use industry terminology.

Areas for students to improve include:

• including industry and/or workplace examples where relevant
• understanding theoretical concepts, such as, communication and teamwork to the entertainment industry.