Content and Ideas - 30%

Assessment Criteria

  1. In-depth understanding of content (the circumstances, historical events, significant concepts, historic importance of the personality, etc.)
  2. Expression of a personal position or perspective
  3. Analysis/Interpretation
  4. Comprehensive, significant information on the selected personality and his/her activities.
  5. Filling in the gaps –expression should be given to that personality’s feelings, his/her personal life (this may also include esoteric material), and so on.

Content and Ideas - Level 1

Information about the personality is partial or fragmentary. Little interpretation or personal ideas. The selected individual and the historical events are presented superficially or in a confused way. There are at least 5 posts, but they are meager in content. The blog does not reflect appropriately the importance of that personality within Jewish history or culture.

Content and Ideas - Level 2

The information regarding the personality is comprehensive and reflects that individual and his/her activities completely, but without filling in gaps or providing supplementary materials chosen by the student. There are 10 posts that outline the person’s life. There is some expression of that person’s importance in history or for Jewish culture.

Content and Ideas - Level 3

The information regarding the personality is comprehensive and reflects that individual and his/her activities completely and in depth, including filling in gaps. The information in the blog is clear and accurate, and provides a rich biography of the individual. There are at least 10 posts outlining that individual’s life. There is clear expression of the chosen individual’s importance in history or for Jewish culture.

Quality of Writing - 10%

Assessment Criteria

  1. Correct use of language
  2. Sentence complexity
  3. Coherent, integrated writing
  4. Writing style appropriate to the genre
  5. Writing for the personality – the ability to “get into the person’s skin”

Quality of Writing - Grade 1

Quality of Writing - Grade 1

The language register does not fit the genre. There are instances of incorrect use of language. The writing is not sufficiently coherent. The student was not able to “get into the personality’s skin.”

Quality of Writing - Grade 2

Quality of Writing - Grade 2

The writing is coherent, but the language structure is incorrect, there are errors, or the language register does not match the genre. Or: the language structure is correct, there are no errors, the register matches the genre, but the writing is not coherent. The student was not able to “get into the personality’s skin.”

Quality of Writing - Grade 3

Quality of Writing - Grade 3

Sentence structure is correct, without errors. Language register matches the genre. The writing is coherent. The student was well able to “get into the personality’s skin,” and the impression is of that individual speaking through the student.

Integration of original creative works - 40%

Assessment Criteria

  1. Production of original media for inclusion in the Facebook page (video, audio, photography, interactive games, plastic arts, presentations).
  2. Content should indicate in-depth knowledge and understanding of the topic.
  3. The media item should be focused and have a clear theme or idea.
  4. The idea should be presented in an original manner, and reflect the producer’s particular perspective.
  5. The artistic techniques and content should work together to convey the underlying idea (connection between form and content*).

Creative Works - Grade 1

Creative Works - Grade 1

Only one type of media is included. The content indicates a lack of familiarity with the topic, the idea is not clear or is not distinctive, the execution is not professional.

Creative Works - Grade 2

Creative Works - Grade 2

Two kinds of media, produced by the members of the group, are included in the blog, apart from the written items. Their content indicates knowledge and familiarity with the topic, but the idea behind them is not clear, or does not offer the producers’ unique perspective. Form and content do not work together. Execution is suitably professional.

Creative Works - Grade 3

Creative Works - Grade 3

At least three types of media, created by group members, are included in the blog, apart from the written items. An item that includes two media types (e.g. where a group writes and composes a song, and then produces a video clip for it, this will be counted as two media types). The content indicates in-depth knowledge and understanding of the topic. The idea is clear, it is presented in an original manner, and it expresses the producers’ unique perspective. There is a close relationship between form and content, which reinforce one another. Execution is suitably professional.

Blog enrichment - 20%

Assessment Criteria

  1. Embedding various media within the page (video, audio, images, games, and so on) drawn from across the internet, other than the student’s original work.
  2. Links to other websites
  3. The historical personality should be reflected appropriately through the enrichment materials.

Blog Enrichment - Grade 1

Blog Enrichment - Grade 1

There are links to a limited number of sites and embedded media. Not all of the materials selected are relevant to the selected individual and to the way in which he/she is presented.

Blog Enrichment - Grade 2

Blog Enrichment - Grade 2

There are links to websites and there are embedded media from other sites. The materials are relevant to the selected personality, but they do not make a significant contribution to a greater understanding of the topic.

Blog Enrichment - Grade 3

Blog Enrichment - Grade 3

There are links to other websites. There are embedded video clips, images and such from other sites. All of the materials are relevant to the selected personality and the way in which he/she is presented. The embedded /linked materials contributed to a more in-depth understanding of the topic. There are embedded elements such as YouTube clips, and so on.

Points that should be noted in examining the relationship between form and content in the various media:

  1. Video
  • The video clip should not be longer than 10 minutes, and in any event, not be tiring to watch.
  • Logical plot sequence; editing of documentary materials, and so on (breaking the “traditional” sequence is allowable, but only where justified – that is, when it contributes to the film’s underlying idea).
  • The pace of the film should be appropriate to the theme.
  • The soundtrack (music, background noises, etc.) should contribute to the idea and the atmosphere.
  • Integration of voice-overs and/or appropriate subtitles when required (for example: in a documentary film based on historical materials).
  • For films based on original photography, as opposed to existing material, did the producers make correct use of the following elements:
    • Suitable locations, or the design of a suitable backdrop
    • Camera angles, distance of the camera from the object/person being filmed, camera movement
    • Lighting
  • Technical quality should be reasonable or better (sound, picture, editing)
  • Credits for those involved and acknowledgement of existing materials that were used.
  1. Recorded song , the lyrics will be judged in line with the general instructions
  • The tune should be meaningful – it could reinforce the lyrics, or may seem to provide a contrast to them – in the latter case, there should be some justification for the contrast (e.g., to provide deliberate contrast or irony)
  • Instrumental mix
  1. Visual arts
  • The work may be of any genre: painting, sketching, sculpture, installation art, performance art, video-art, new media, comics, etc. Multiple techniques may be combined (e.g., mixed technique involving photography, collage and painting).
  • The artistic media should serve the subject, so that content and form are one: the use of line and color, selection of materials, execution (e.g., is the work polished, or left in rough form), etc.
  1. PowerPoint Presentations
  • Clear, correct writing
  • Logical order to the slides, and transitions that serve the presentation of the topic
  • Visually attractive design
  • Use of a design that permits easy reading (background, choice of font and text size, etc.)
  • Clear, relevant pictures

Criteria for bonus points, at the examiner’s discretion:

Community involvement and distribution

 

  • Distribution of the blog via Twitter and on Facebook, with a large number of followers
  • Distribution of media via YouTube or flickr, with a significant number of responses
  • Level of response
  • Encouraging people to become friends or to post responses
  • Motivating friends/web users by suggesting initiatives or posing questions
  • Tolerance and respect for others

 

Reflection – a written submission to accompany the Facebook page or blog.

 

  • Thoughts about the development of the learning and work process
  • Suggesting various strategies for writing the blog/page
  • Self-criticism
  • Thoughts about personal development as a result of the project
  • Indicating difficulties and attempts to find solutions
  • Raising questions
  • Choosing intelligently from among the various solutions
  • Evidence of learning from experience
  • Raising emotional perspectives