Where’s Aaron: FOUNDATION - Media Arts - Evaluate

The class is taking turns hosting ‘Aaron’ the class mascot, taking him on adventures. It is Little J’s turn, so Little J, Nanna, Big Cuz, and Old Dog take Aaron on Country to look for mica rock, and along the way they photograph the expedition. Distracted by the events of the day, Little J loses Aaron and the family enrols the help of Uncle Mick, a Search and Rescue officer, to return him.

Evaluate - Evaluate what students have learnt (know and can do) from the activities in relation to The Arts: Media Arts curriculum.


Evaluate what students have learnt (know and can do) from the activities in relation to The Arts: Media Arts curriculum.

Assess the success of the module through reflecting on students:

  • storyboarding, using story principles and techniques, evidencing a beginning, middle and end to their stories
  • identifying stereotype features applied to various characters within a story/text
  • explaining how filmmakers create gesture, expression and emotion through technical and symbolic elements
  • producing and recording sound effects, and knowing the purposes for sounds in media productions, and how and why they are produced
  • identifying and describing various styles/genres of media production that they experience every day in print, TV and online
  • analysing and explaining how promotional materials are created by media production for a specific purposes and audiences
  • creating media productions, such as flip books, photography, animations, etc.
  • applying symbolic elements to enhance meaning
  • viewing and recounting Aboriginal Dreaming stories and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories as new media productions for a universal audience.

As a culmination of their learning in this module, have students:

  • hold a class ‘red carpet matinee’ to show the stop-motion animation videos students make.
  • create a ‘Museum of Characters’ as a way to display the characters used in the stop-motion animation productions, with each character labelled with their name, distinguishing features, ‘good or bad’ character, and things they like to eat, or do. 
  • share their mascot stories with another class, parents or visitors.
  • create a photo story of an event or scene in Episode 8 ‘Where’s Aaron?’, from a different angle, or seen through the perspectives of the animals in the story, such as Old Dog, the skink, the echidna or the owl.
  • print out images of mascots belonging to the students’ favourite sporting teams, and compare which mascot is most fitting to the team, in respect to the attributes of the animal it represents. Teams that use animal mascots can be found among the AFL teams, National Rugby League teams, Big Bash Cricket teams and Basketball teams.
  • design a ‘Coat of Arms including the symbols that align with the mascot and his/her/its attributes. Download the template from the CBC: Make Your own Coat of Arms activity.
  • make parodies of advertisements for familiar merchandise and foods.
  • provide ‘film critique services’ for each other, explaining the media elements and techniques used by their peers to create a media product.  

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using:

Use Early Years writing using rubrics to provide feedback to students using the rubric.

Students can use a learning worm to evaluate their work, adapted from:

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: