Rationale
This video advocacy product was created to promote Media as a subject for Year 9 and 10 students and stakeholders attending an elective information evening. A video format was selected because it aligns with the practical and multimodal nature of the Media curriculum and reflects the digital forms students engage with through social media and streaming platforms. The presentation intentionally incorporates humour and visual effects to appeal to younger audiences and model effective media communication practices.
The overall style is light-hearted while still addressing significant aspects of the Media curriculum. Cognitive load theory informed the design of the product. Sweller (1988) argues that learning is improved when instructional design minimises unnecessary cognitive load and supports working memory. The use of clear sequencing, controlled pacing, and purposeful visual effects was intended to maintain engagement without overwhelming viewers. Multimodal literacy theory also informed the design. Kress (2010) argues that meaning is communicated through multiple modes, including visual, audio, spatial, and linguistic forms. This reflects the contemporary digital environments students regularly engage with. The use of humour and dynamic pacing was intended to create a relatable tone while demonstrating how media codes and conventions shape audience engagement and meaning. These production choices were further informed by research suggesting students increasingly engage with information through fast-paced digital environments shaped by social media platforms (Azimi, 2025).
The advocacy product was also designed to showcase ICT and digital production skills. This reflects the practical nature of Media, where students learn to plan, produce, and edit media using industry-relevant technologies. The product models the creative possibilities available within Media Arts classrooms and demonstrates how students can communicate ideas through multimodal storytelling. Hattie (2009) identifies teacher clarity and explicit learning intentions as strong influences on achievement. This product supports clarity by communicating what Media involves, the skills students develop, and potential learning pathways.
The advocacy product also contains content informed by the Victorian Curriculum: Media Arts Levels 9–10. The script highlights how students critically analyse media representations while developing production skills across forms such as film, podcasts, photography, and advertising. It also references broader curriculum capabilities including Critical and Creative Thinking, Digital Literacy, Ethical Understanding, collaboration, and communication skills. These inclusions reinforce that Media contributes not only to artistic learning but also to transferable skills that support wider academic and personal development.
Additionally, the video promotes pathways within and beyond school by highlighting VCE Media and related career opportunities including film production, journalism, communications, advertising, game design, and marketing. By showcasing these pathways, the video demonstrates that Media learning extends beyond classroom activities and can support future study and employment opportunities.
Azimi, S. (2025). Teaching the social media generation: Rethinking learning without sacrificing quality. arXiv. https://arxiv.org/abs/2505.02770
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1207/s15516709cog1202_4