Entertainment Industry 2022 HSC exam pack

Students should:

• read the question carefully ensuring important components of the question are not missed
• have a clear understanding of key words in the question recognising the intent and its requirements
• use the first page of the answer booklet to develop a plan to assist in logical sequencing of information for the extended response
• engage with the question rather than presenting a prepared response
• relate to the question throughout the entire response rather than just the beginning
• demonstrate knowledge and understanding of the examinable units of competency from the syllabus
• communicate ideas and information using workplace examples and entertainment industry terms
• be prepared to address a range of industry issues and contexts
• demonstrate knowledge of employability skills, relevant to various situations
• include relevant annotations when including a diagram
• present a logical and cohesive response answering the question
• review the response to ensure it addresses question requirements.
• apply understanding of course/subject knowledge to the context 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:

• provide a brief statement of the purpose of an HDMI connector in a vision system.

Areas for students to improve include:

• identifying the HDMI connector carries both an audio and/or vision signal
• understanding various vision system inputs and outputs, giving an example of how the connector is used.

Question 17(a)

In better responses, students were able to:

• demonstrate an understanding of the appropriate functions on the audio mixer
• outline a working solution for the scenario presented in the question.

Areas for students to improve include:

• understanding the specific functions of the audio mixer including the uses of Pre-Fade Listen (PFL)/Aux Send/ Solo
• recognising the difference between pre-show and live show.

Question 17(b)

In better responses, students were able to:

• clearly draw and accurately annotate a functional signal flow chart as per the requirements of the audio setup.

Areas for students to improve include:

• recognising additional equipment needed to create a functional signal flow diagram, for example, amplifiers and receivers
• decoding the question correctly and identifying the required pieces of equipment
• understanding the difference between a stage plan and a signal flow chart.

Question 17(c)

In better responses, students were able to:

• clearly describe methods of communication between audio and vision departments
• specifically reference personnel, documentation and processes of the wider production context.

Areas for students to improve include:

• elaborating on effective communication between audio and vision departments
• avoiding generalisations when defining collaboration; such as, ‘the audio and vision must be in sync’.

Question 18

In better responses, students were able to:

• outline the functions of a digital moving light fixture
• clearly identify how a digital moving light fixture responds to the commands from a lighting control desk.

Areas for students to improve include:

• referencing specific lighting terms such as ‘DMX’ or ‘channels/ universe’
• elaborating on how communication occurs between a digital moving light fixture and a lighting control desk to achieve its purpose.

Question 19

In better responses, students were able to:

• demonstrate knowledge and purpose of two of the given staging elements, and show how they could be used in the scenario
• expand on the basic function of two staging elements, supported by relevant examples, using correct industry terms.

Areas for students to improve include:

• understanding basic staging elements and their use in a specific industry context
• focusing on each staging element equally.

Question 20(a)

In better responses, students were able to:

• correctly distinguish between internal and external customers.

Areas for students to improve include:

• providing examples of internal customers, such as, a council events department and external customers, including the general public and hire companies.

Question 20(b)

In better responses, students were able to:

• identify strategies to be used by the production company to provide effective customer service
• understand the characteristics and features of communication methods including documentation, emails and procedures, such as facilitation of meetings.

Areas for students to improve include:

• extending beyond basic customer service terms
• identifying the various customers involved, and considerations for providing effective customer service
• understanding customer service extends beyond the relationship between front of house staff and the patrons attending an event.

Question 20(c)

In better responses, students were able to:

• demonstrate the application of relevant codes of practice and industry standards for the scenario provided
• expand on basic Work Health and Safety procedures.

Areas for students to improve include:

• identifying accurate code of practice examples
• providing consequences of not complying with safe work practices.

Question 21(a)

In better responses, students were able to:

• identify specific activities of a 'bump in' into a theatre
• provide relevant PPE examples for the work activities identified and demonstrate why the PPE is required
• provide a range of examples.

Areas for students to improve include:

• making connections between work activities and 'bump in'
• linking the correct PPE to the work activities
• providing information for more than one range of work activities.

Question 21(b)

In better responses, students were able to:

• correctly identify more than one type of legislation by name and the purpose
• provide detailed explanations of the legislation and implication to examples within the entertainment industry.

Areas for students to improve include:

• identifying more than one legislation relating to the entertainment industry
• recognising the difference between legislations and industry bodies
• avoiding generalisations, including an incomplete naming of the legislation
• providing specific details relating to the named legislation and how it relates to the entertainment industry.

Question 22(a)

In better responses, students were able to:

• provide details and relevant examples of procedures leading up to the event including risk assessments, venue induction, 'bump in' and backstage hazard management
• address both backstage crew and performers with relevant examples and practices
• use accurate terms.

Areas for students to improve include:

• avoiding generalisations about safe work procedures and practices leading into the event
• providing details of relevant procedures, practices and examples relating to the context of the question, targeting procedures applicable to the performers and backstage crew
• providing relevant practical examples naming procedures, such as safe manual handling.

Question 22(b)

In better responses, students were able to:

• explain the multiple steps the lighting operator is required to complete to prepare for the competition, with examples
• explain the steps the lighting operator undertakes during the operation of the event
• demonstrate understanding of the interrelationship between the lighting operator and relevant department areas
• provide accurate information about the functions of a lighting desk and how they can be used to patch, save and operate cues from relevant documentation and communications
• use accurate technical terminology.

Areas for students to improve include:

• detailing the steps required of the lighting operator both in the preparation and operation of the event
• understanding the differences between the preparations and operations regarding lighting
• relating the practice of the operator to the context of the event, including the range of participants
• including relevant technical terms, for example, patching, focusing and rigging.

In better responses, students were able to:

• distinguish between aspects of the question (artistic, production and technical)
• identify and explain specific roles within each of the three aspects of the question, including their functions in various stages of a production
• demonstrate understanding of the hierarchy within each of the three areas and the relationship between them
• use accurate industry terms and relevant examples
• structure the response in a comprehensive and logical manner
• understand roles and responsibilities vary depending on the scale of the production.

Areas for students to improve include:

• identifying roles and purpose within the context of the question
• providing a clear distinction between the three areas and the roles within each one
• understanding the interdependence existing between these three areas, for example, the producer setting a budget impacting on the director’s choices
• understanding roles could fall between multiple areas, for example, the stage manager liaising between all three areas
• understanding correct industry terms and their appropriate use.