Big Plans: YEAR 2 - Media Arts - Elaborate

Big Cuz and Little J are very excited that Sissy is coming to play with them over the weekend. They both see Sissy as their special friend. Big Cuz wants to play a ‘Sisters Only’ talent quest just for she and Sissy, and Little J plans an obstacle course for all to play. Eventually, Little J, Big Cuz and Sissy come together to test their skills on the obstacle course.

Elaborate - Create and present media artworks that communicate ideas and stories to an audience

Theme - GENRE

After viewing Little J & Big Cuz, Episode 13 ‘Big Plans’, engage students with the following activities to support their understanding about producing a Talent Quest as an example of Reality television. .

Remind students that Big Cuz designed her own Talent Quest where she was to sing, impress the judges, and win. Instruct students that they are to design their own talent quest.

Divide the class into three groups:

  • Group 1: Contestants:
    are chosen through an audition process, and are able to perform/sing/dance (and have a sad story to tell the judges why they should win)
  • Group 2: Stage crew:
    consists of the Talent Quest host/compere/presenter, co-presenter/s and/or assistant/s, Talent Quest judges (who need a professional profile to explain why they are qualified to judge a talent quest), background dancers and/or singers, etc.
  • Group 3: Production crew:
    consists of the production director, camera person, sound recordist, prop artist, make-up artist, lighting, and stage manager, etc.

Each group is asked to develop a list of jobs (similar to those listed above and below) that members of their group are required to complete (in order to produce the class Talent Quest). Every student in the class should be responsible for one role in the production.

As a class, the students should also

Agree on the style/format of the show – is it similar to The Voice (judges turning around), X-Factor, or Australia’s Got Talent?

Storyboard the story arc and the timing and sequencing of scenes. They should also include opening titles, music theme, host introduction, synopsis of the show, introduction of contestants, length of performances, audience appreciation (sound of clapping and canned laughter), end of show judging, the announcement of the winner/s, the trophy presentation, closing music and credits.

  1. Select the ‘actors’: the roles of the Host/Compere and thire assistant/s, the contestants (as the characters and their background story), and their expression (voice, gesture, etc.), and the audience (level of interaction)
  2. Design and construct: the costumes and make-up, make a set using the obstacles and other props; and develop a plan where the set/obstacle course is staged; and the audience.
  3. Allocate production equipment (real or imaginary) and production roles: such as a video camera, IPad, or mobile phone; check sound and light levels; develop a camera framing plan of different shots of the set and characters, etc.

Have students rehearse each segment of the show (beginning, middle and end) and make sure that each student is aware of the process and the interchange of scenes (timing and sequencing).

Allocate a space (classroom or other) and time for the performance (10-15 mins), and possibly the filming, of the Talent Quest.

Invite students to evaluate the class production, and recommend how the production teams could work together more effectively for future productions.

Suggested resources for making a media production include: