Entertainment Industry 2023 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 HSC content from the syllabus
• communicate ideas and information using workplace examples and entertainment industry terminology
• 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:

• recognise and name TWO distinct safety hazards that could be identified in the visual stimulus. For example, messy arrangement of leads and cabling causing a trip hazard or overloading power boards causing a shock or fire (a)
• name at least ONE control measure to address safety concerns that could be identified in the visual stimulus. For example, using a cable cover or tray for cable management to assist with preventing a trip hazard or using power boards with an overload protection device or hiring a licensed electrician to install more power points to aid in preventing an electrical shock or fire (b)
• link their control measures with the work health and safety information such as the hierarchy of control (b).

Areas for students to improve include:

• differentiating between risks and hazards (a), then provide the characteristics of a functional control measure appropriate to the situation (b)
• engaging with the visual stimuli and relating back to the question
• understanding the context of the question accurately. For example, is related to the immediacy of implementing a control measure (b)
• providing characteristics and features of the control measure over just identification (b).

Question 17

In better responses, students were able to:

• understand the key requirements outlined in the question stem and describe the functional/ workable considerations across both the lighting and vision technical areas
• provide depth in their response by supporting the technical knowledge with an understanding of application
• accurately identify equipment relevant to the question and justify its use. 

Areas for students to improve include:

• selecting appropriate equipment to support their considerations for lighting or vision. For example, the use of fresnel or flood lighting lanterns to provide a front whitewash and rear projection for the presentation to avoid shadowing
• providing a clear solution to the problem rather than a range of potential solutions or troubleshooting questions that maybe asked.  

Question 18

In better responses, students were able to:

• use appropriate terminology in relation to customer service, for example, customer needs, quality customer service and active listening
• identify appropriate methods of communication, for example, open posture, eye contact and clear and concise speech
• demonstrate a clear process and provide appropriate solutions
• identify and understand their own scope of responsibility within the question’s context, seeking assistance and referring the patron to supervisors where required.

Areas for students to improve include:

• responding to the entire scenario outlined in the question’s stem
• recognising the customer service process involving a range of personnel
• suggesting reasonable solutions, for example, free tickets
• following a sequential process.

Question 19(a)

In better responses, students were able to:

• correctly identify that audio feedback is the technical issue described in the question
• provide a workable solution(s) within the question’s context, understanding the issue arising middle of a performance. For example, turning the gain down on the channel the microphone is plugged into to eliminate feedback
• provide a clear sense of process in troubleshooting and resolving the issue.

Areas for students to improve include:

• offering worked solution(s) rather than ways of identifying the problem
• improving their application of audio terminology
• understanding there is a range of troubleshooting possibilities.

Question 19(b)

In better responses, students were able to:

• sketch in general terms the features and benefits of using a digital audio desk. For example, mixes for specific performances or scenes can be saved, digital audio is less prone to interference and noise and digital audio desks allow connection via smartphone or tablet for remote mixing
• use technical terminology in the correct manner
• differentiate between features only digital audio have opposed to features shared with an analogue audio desk.

Areas for students to improve include:

• developing an understanding of the difference between digital and analogue audio desks
• developing an advanced audio terminology.

Question 19(c)

In better responses, students were able to:

• explain the concept of power isolation recognising the impact the transfer of energy has on the quality of an audio signal, for example, a ground loop or hum can result.

Areas for students to improve include:

• developing an understanding of the key audio terminology in the syllabus.

Question 20(a)

In better responses, students were able to:

• identify specific elements of a smoke machine, for example, use of fluid
• state the procedure of setting up a smoke machine including placement, power and testing
• clearly distinguish the operational elements of a smoke machine, such as method of control, consideration of ventilation and type of fluid.

Areas for students to improve include:

• focusing on the pre-production phase instead of production elements, for example, lighting design
• specifically relating to the ‘bump-in’ of the smoke machine instead of focussing on the person responsible for the role
• identifying when to write a procedural text, for example, outlining the steps.

Question 20(b)

In better responses, students were able to:

• demonstrate an understanding of Ohm’s law and how it is applied to lighting operations
• demonstrate an understanding of the formula of Ohm’s Law including i = current, v = voltage, r = resistance.

Areas for students to improve include:

• correctly identifying the parts of Ohm’s law formula
• having an understanding of Ohm’s law formula
• understanding the relevance of application to lighting systems.

Question 21

In better responses, students were able to:

• refer to the multiple locations in Sydney and Canberra to create the live streaming scenario outlined in the question’s stem
• understand the specific coordination strategies for working with different teams over long distances. For example, the selection of mobile phone and email as appropriate communication strategies, the importance of rehearsal and use of accurate cue sheets by each vision team for consistency
• refer to data transfer using the internet/wifi
• identify a third party, for example, a producer or manager who is responsible for the coordination of the live stream.

Areas for students to improve include:

• using specific language around communication in a live production environment
• using correct examples of technical equipment used, placing less emphasis on the pre-production phase of a live event
• focusing on specific vision equipment used in this context, for example, cameras, vision switches, software, internet usage.

Question 22(a)

In better responses, students were able to:

• identify examples of technologies, for example, posts to Facebook/Instagram, internal or external electronic billboards, e-mailing lists
• refer to how the named technology would inform the public
• provide relevant examples to a museum context.

Areas for students to improve include:

• the ability to name specific forms of technologies or appropriate applications moving beyond the generic term ‘social media’
• providing detailed examples without generalisations to justify how their named technologies can inform the public.

Question 22(b)

In better responses, students were able to:

• apply different forms of communication for a company and the museum such as face to face meetings or online via Teams/Zoom
• provide examples of communication methods and strategies relevant to a museum exhibit installation such as email and document sharing platforms
• detailed effective forms of communication relating to the technical requirements from both perspectives.

Areas for students to improve include:

• identifying different forms of written communication such as production documents and two-way communication systems
• avoiding generalisations such as ‘have a meeting’
• including terminology like production meeting and the details relating to the meeting such as record keeping (meeting minutes)
• separating the strategies appropriate for the museum and/or the installation company.

Question 22(c)

In better responses, students were able to:

• provide details about the planning required for technical installation of vision and lighting in the context of the museum foyer. For example, requesting after-hours access so museum patrons are not present and in the way of the installation, power access to operate lighting in the museum foyer and vision equipment
• explain planning and organising as separate phases with relevant example(s)
• provide a logical response which is balanced between the two technical departments.

Areas for students to improve include:

• the ability to distinguish between planning and organising phases and activities
• provide a response with technical information for lighting and vision. For example, naming equipment and specific documents/procedures without becoming overly focused on work health and safety
• avoiding generalisations and including discussion of specific activities the museum/bump in crew might undertake.

In better responses, students were able to:

• use the visual stimulus to prompt analysis and explanation of the hazards
• provide practical industry standard solutions, for example, using cable trays to mitigate trip hazards
• refer to aspects relating to an outdoor event, for example, environmental, weather, uneven surfaces
• focus on the context of the children's drama festival event, for example, using chaperones, working with children checks and supervision in backstage areas
• understand the production context of each of the identified areas on the map. For example, identifying the difference between the permanent concrete stage and the temporary stage
• identify a working knowledge and application of the work health and safety in phases of production in relation to the event.

Areas for students to improve include:

• detailing a description of the image provided
• moving beyond generic solutions, for example, taping down cabling on the grass, and focus on realistic solutions that apply to the context of an outdoor event  
• sequencing tasks that the event staff will complete relating to the production context.