Entertainment Industry 2024 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:

• identify two pieces of personal protective equipment (PPE) that could be worn during a bump in, for example, high-visibility vest and gloves (a)
• outline at least two methods to secure equipment either to keep it safe from theft, for example, lockable road cases and hired security personnel (b)
• describe appropriate strategies as to how a work placement student might enter a career in the industry, for example, industry networking, a short course, or mentoring by an experienced technician (c).

 Areas for students to improve include:

• correctly naming PPE, for example, a high-visibility vest, instead of a vest (a)
• providing specific details rather than general statements, for example, 'put in a safe place' (b); training or speaking to someone with experience already in the industry (c)
• demonstrating understanding of the information provided, for example, using appropriate methods for an outdoor venue (a,b,c)
• providing examples related to an outdoor jazz concert (c)
• linking the response to strategies that are industry specific in nature, for example, complete a training course in technical production (c).

Question 17

In better responses, students were able to:

• analyse the vision system plan to explain specific errors that will prevent the vision system from operating. For example, the direction of signal flow from the live stream computer to the vision mixer is incorrect, 240 V cable is not appropriate to connect signal flow from the vision mixer to projector (a)
• describe the role of the vision system technician specifically during the graduation ceremony in relation to their own responsibilities as part of a production team. For example, the vision systems technician must follow the cue sheet and listen for Stage Managers instructions (b)
• identify appropriate equipment and processes, for example, operating a vision mixer/switcher (b).

Areas for students to improve include:

• understanding the purpose and function of the vision system plan in providing the signal flow of the vision set up (a)
• providing a specific solution to the identified errors, for example, reversing the signal flow between the live stream computer and vision mixer (a)
• providing accurate equipment and cabling relevant to vision systems, for example, using a HDMI to replace the 240 V cable (a)
• understanding the role of the vision system technician amongst the production team during the ceremony and specify more than just the vision technician's responsibilities (b)
• applying industry specific terminology, for example, enact cues, operate vision switcher (b).

Question 18

In better responses, students were able to:

• outline rather than identify two safety considerations, for example, ensuring weight loading limits do not exceed capacity of the lighting bar (a)
• relate the safety considerations to the specific scenario including appropriate safety equipment and legislative requirements. For example, the use of safety chains to prevent lights falling from height and the importance of completing the working at heights training course (a)
• use terminology related to safety and lighting, for example, safe work method statement (SWMS), rig, patch and focus lights (a)
• construct a comparative response by identifying differences, for example, tungsten lighting requires dimmable power while LED lighting requires direct power (b)
• apply appropriate technical lighting terminology, for example, address and mode functions specific to LED lighting (b)
• use industry examples, such as, LED lighting fixtures are common in large production contexts such as concerts and musicals (b).

Areas for students to improve include:

• providing detail on safety and lighting rather than making generalised statements, for example, secure the fixture using G-clamp and safety chain (a)
• naming appropriate procedural and equipment characteristics, for example, a safe work method statement (SWMS) or risk-assessment (a)
• providing a clear comparative response that includes a description of the differences, for example, tungsten lighting fixtures produce greater heat than LED lighting fixtures (b)
• applying appropriate technical lighting terminology to improve the clarity of their response, for example, light emitting diode, incandescent fixtures (b).

Question 19

In better responses, students were able to:

• describe methods of providing power to a condenser microphone, for example, sending phantom power (48 V) from the mixer to the condenser microphone through the XLR cable (a)
• provide a link between the area labelled ‘X’ and specific actions on the desk. For example, adjusting the gain to meet the desired audio levels specific to sound checks at a music festival (b)
• respond specifically to the drop out of signal from the radio microphones. For example, providing a range of troubleshooting measures and functional solutions such as interference, barriers, frequency inconsistencies or issues with batteries and cabling (c)
• use accurate industry terminology and make reference to the information provided (a,b,c).

Areas for students to improve include:

• understanding microphone types and their specific requirements, for example, condenser microphones require a power source (a)
• understanding audio operations and the functions of an audio desk, for example, an operator would use the gain function to adjust the audio signal levels of an input (b)
• explaining a troubleshooting process related to the scenario and the role of the audio technician. For example, ensuring the location of the transmitter and receiver are unobstructed (c)
• understanding the purpose and function of different components of an audio system, common issues that may occur, and troubleshooting methods to rectify the problems (a,b,c).

Question 20

In better responses, students were able to:

• identify communication barriers specific to the context of a multicultural festival
• describe two strategies that a customer service representative could use to overcome communication barriers. For example, using pictorial signage to overcome language barriers and the use of a staff member who speaks the language or google translator
• reference appropriate and accurate communication techniques and terminology, for example, verbal and non-verbal communication methods.

Areas for students to improve include:

• providing a detailed explanation of the role of the customer service representative at the multicultural festival. For example, meeting a customer's needs, preferences and expectations throughout the event
• understanding a greater range of strategies beyond the generic use of translators and translation tools. For example, the customer service representative should communicate clearly using simple language without jargon and speak at a slower pace before checking for understanding
• applying terminology and appropriate communication techniques, for example, tone, volume, open body language
• writing a response specific to the time and place of the scenario in the information provided.

Question 21(a)

In better responses, students were able to:

• explain multiple communication strategies, for example, verbal/non-verbal, formal/informal, face-to-face/radios/headsets
• demonstrate understanding of a comparison between both venues and how this may affect methods of communication. For example, comms system headsets may be employed in response to the change in size of a venue, from a small drama production space to a large professional theatre with backstage areas
• provide reasons why different strategies have been used in each venue. For example, at school immediate changes on the run due to minimal cast and crew compared to the large professional theatre, where formal documentation and alterations to cue sheets, blocking and use of a prompt copy would occur.

Areas for students to improve include:

• naming appropriate strategies with clear reasons to explain why they are used. For example, due to the small venue, hand signals may be used to communicate across the stage during the performance
• providing a balanced explanation of both contexts, for example, at a school the teachers may yell across the classroom were as at a larger professional venue, with the addition of professional venue staff, a comms system will need to be used
• providing strategies of how the students, staff or crew would communicate at a school, for example, verbal instructions at the professional venue and formal communication will need to be made in the form of cue sheets, lighting plans and stage plans.

Question 21(b)

In better responses, students were able to:

• identify specific staging elements, for example, stage blocks, masking elements, cyclorama, flats, wings, revolves
• provide a comparative response referring to the school drama production in the small performance space and the large professional theatre. For example, the size of stage, blocking, differentiation in staging elements, change of hierarchy or authority from teachers to venue staff
• use industry terminology to create a clear and cohesive response, for example, fly systems, blocking, weight and non-weight bearing scenery.

Areas for students to improve include:

• accurately comparing and linking both venues, for example, the larger venue will have access to the stage to allow bigger weight bearing set pieces that would not be able to fit into the school performance space
• understanding the differences throughout the industry and school setting, for example, at the larger venue there is a hierarchy that needs to be followed and any changes or alterations are documented made for all departments
• providing a comparative response, for example, the smaller venue will use minimal staging elements including drama blocks and small flats while the larger stage will allow for more freedom and creativity in set design such as incorporating transitions of flown scenery.

In better responses, students were able to:

• identify specific legislative acts and describe regulations and standards that support these, for example, under the Work Health and Safety Regulations (2011), a safety data sheet must be reviewed when using chemicals
• provide an explanation of legislative requirements demonstrating cause and effect to make the relationships between context and legislation evident. For example, the consequence of copyright not being obtained, fines or letters of cease and desist may apply
• identify the role of the producer in adhering to legislation, for example, ensuring copyright has been applied and/or paid for to appropriate industry bodies
• identify industry and governing bodies to support the implementation of strategies. For example, referring to information from Live Performance Australia’s Safety Guidelines for the Live Entertainment and Events Industries for working with animals
• use appropriate terminology consistently to improve the clarity of the response. For example, an operator adhering to the safe work method statement (SWMS) for operation of the fly system
• use a cohesive and logical structure that supports their explanation.

Areas for students to improve include:

• understanding legislation beyond Work Health and Safety (WHS) requirements, for example, referencing the Copyright Act (1968) when explaining the acquisition of rights through industry bodies such as Australasian Performing Right Association (APRA) and Australasian Mechanical Copyright Owners Society (AMCOS)
• outlining legislative requirements, for example, reference to the Child Protection Act (2012) when identifying the legislative requirement for all adult workers to hold a current Working with Children Check (WWCC) when working alongside underage minors to ensure a safe environment
• ensuring examples are appropriate in the context of the industry, for example, use of and adhering to the safety data sheet applying to low-lying fog machine chemicals
• applying appropriate industry terminology to specific areas, for example, describing safe work procedures for flown scenery.