Food and Beverage research

ASSESSMENT BRIEF___________________________________________________

Page 1 of 6

Subject Title Gastronomy

Subject Code HOS203A

Assessment Title Video presentation using Zoom and research

documents

Learning Outcome/s (found in the

Subject Outline)

a, b, c, d

Graduate Capability Award

Digital Skills

Assessment type (group or

individual)

Individual

Weighting % 45%

Word count / Time limit No more than 1000 words / 7 minutes

Due day & date By 11:55 on Sunday night Week 11

Submission type Moodle Assignment

Format / Layout of Assessment

Video Presentation:

Zoom video file

Documents:

- Brain storming/ Mind map (Task 1)

- Research (Task 2)

- Sourced Ingredients (Tasks 3 & 4)

- Run sheet (Task 5)

- Images/ pictures / charts

- Reference List

- ICMS Cover Page

☒

☒

☒

☒

☒

☒

☒

☒

Assessment instructions

Assessment 3 – Video Presentation using Zoom Introduction From our childhood we grow with our food culture which creates food ways and personal preferences. The symbolic nature of food, such as cultural celebrations and traditions often form strong memories, as does the exotic experience of another culture’s food ways when travelling. There is a strong connection between food, memory and emotions because of the way we smell and store that information (neurogastronomy is presented in the topic on Taste) In this assignment you have the opportunity to share these memories and articulate your growing knowledge of food and food culture by researching, sourcing and creating the dish that has evoked a memory; capturing the process as you go, and presenting as a power point video shared through Zoom. The purpose of this assignment is to draw together all the knowledge and skills you have developed over the duration

ASSESSMENT BRIEF___________________________________________________

Page 2 of 6

of the subject, demonstrating your ability to analyse a dish, trace its development and apply the various concepts learnt. The following tasks will support you in the completion of your assessment and will be undertaken inside and outside of class time in the weeks before the assessment 3 due date. Task 1 – Brainstorm We will be remembering a dish that has a minimum of approximately six ingredients. In order to deepen your connection with the memory of the dish and fully appreciate what made it special, you will create a visual representation of your thoughts using a mind map. Think about the who, what, where, when and how of your memory and consider the following aspects:

- Taste – what tastes were identified and were they

balanced?

- Flavour - How did the flavours enhance or

distinguish the dish?

- Symbolism – was this dish served on a special day or

do you remember a family tradition, ceremony or

religious ritual that was performed that you

remember?

- Personal anecdotes – who was there at the time?

Were there humorous or interesting incidents?

- Multisensory experience – what aspects in relation

to the five senses enhanced or detracted from the

experience?

Try to think in as much detail as possible but don’t do any research about the dish yet! We recommend you use a mind mapping tool to record your ideas. Your teacher can give you more advice on this. After completing the mind map, you will get the opportunity to share your memory with your classmates. The comments you receive will help to enhance the memory and deepen the associations. Note: You will be required to submit your mind map with the video presentation on the due date. Task 2 - Research Having elaborated on the memory of your chosen dish, you are now going to carry out research to deepen your knowledge and understanding of how various factors, such as the dish’s heritage and origins as well as culture, people and places have come together to make it what it is. Using gastronomy texts in the library; journal articles; government websites and other on-line articles, you will take notes to create an academic relationship to the findings.

ASSESSMENT BRIEF___________________________________________________

Page 3 of 6

Chunk your notes under appropriate headings related to production and consumption found in the multi-disciplinary model (for example, ‘Geography’ - in what region is the dish eaten and why? Did it originate from any other areas etc?) You will be provided with a template to insert your notes and include appropriate references. You do not need to write a report, but the notes you make will be submitted along with the video presentation in week 11. Keep your notes along with any media you find as these will be used in your video presentation. Task 3 – Source Ingredients Now you are an expert in your chosen dish, it is time to source the ingredients.

Sourcing ingredients has long been a tradition that chefs have untaken with great care and with good reason, ingredients make or break a dish.

Once you have researched your ingredients it is now time to source your products and this may take some research. Your decisions may influence the taste or presentation of the dish; how prepared are you to accept a substitution or will you hunt down that special ingredient essential to the dish.

Take photos and short video clips as you go!

a. Provide a comprehensive list of your ingredients and specifications (chicken breast skin on, skin off, diced, bone in, free range or organic etc) and identify any variation in the list through ingredients that may be different from the original dish. A template will be provided for you to complete.

b. Describe what influenced your choice of ingredient (cheap, convenient, fresh, sustainable etc).

c. Using the multisensory approach, provide your rationale for the chosen ingredients (colour of ingredient to enhance visual presentation for example).

Keep your notes along with any media you find as these will be used in your video presentation. Task 4 – Convenience vs Conscientious Consumption Having completed topics on Convenience food vs Conscientious Consumption, has globalisation and mass manufacturing had an impact on your choice of ingredients? Consider packaging / compound ingredients / food colouring, preservatives, artificial flavourings / Sustainability / food miles / food system / provenance /

ASSESSMENT BRIEF___________________________________________________

Page 4 of 6

Keep your notes along with any media you find as these will be used in your video presentation. Task 5 – Run sheet/Script of the video In order to maintain a written record of this assessment, you are to create a script/run sheet which provides a commentary of your video. You should include any appropriate referencing. The word count for the run sheet is no more than 1,000 words. Task 6 – Record your video Your presentation will require you to record both the webcam and the screen simultaneously. The best way to do this is through Zoom. Open your Zoom account and enter a meeting room. Then share the screen to show your prepared Power point. Have your webcam on and click record to your desktop. The length of your video will be 7 minutes. The headings of the slides should represent the tasks you have completed as well as your video of cooking your memorable dish. Task 7 - Submission Information A link to this video presentation needs to be submitted to your lecturer via the Moodle assignment tool by Week 11 Sunday at 11.59pm. A video on how to upload the MP4 video from your desktop to Echo360 can be found in the submission link. Please view this before submitting. As part of your submission, you will be required to include an ICMS Cover Page, documents showing Tasks 1-5, and a Reference List. These will be uploaded with your video presentation using Zoom.

Readings for the assessment

Class content, linked resources and independent research.

Grading Criteria / Rubric See below

ASSESSMENT BRIEF___________________________________________________

Page 5 of 6

Assessment 3: Video Presentation using Zoom - Marking Rubric

Criteria HD

(85-100)

D

(75-84)

CR

(65-74)

PASS

(50-64)

FAIL

(0-49)

Brainstorm

(10%)

Provides an outstanding mind map incorporating the who, where, when, why and how to a deep level. Includes several examples of key contributing factors

Provides a very good mind map incorporating the who, where, when, why and how. Includes several examples of key contributing factors

Provides a good mind map incorporating the who, where, when, why and how. Includes one or two examples of key contributing factors

Provides a satisfactory mind map incorporating some but not all of the prompting questions. Attempts to provide examples of key contributing factors but only at a surface level.

Provides a poor mind map with little incorporation of the who, where, when, why and how. Includes few or irrelevant examples of key contributing factors

Examination of the dish (20%)

Exceptional consideration of the multidisciplinary model incorporating production and consumption.

Outstanding analysis of the dish’s historical evolution and journey and how the people, place and culture have impacted on the chosen dish and its possible evolution.

Very good consideration of the multidisciplinary model incorporating production and consumption.

A very good analysis of the dish’s historical evolution and journey and how the people, place and culture have impacted on the chosen dish and its possible evolution.

A good consideration of the multidisciplinary model incorporating production and consumption.

A good analysis of the dish’s historical evolution and journey and how the people, place and culture have impacted on the chosen dish and its possible evolution.

A satisfactory consideration of the multidisciplinary model incorporating production and consumption.

Some analysis of the dish’s historical evolution and journey and how the people, place and culture have impacted on the chosen dish and its possible evolution.

Limited consideration of the multidisciplinary model incorporating production and consumption.

Little analysis of the dish’s historical evolution and journey and how the people, place and culture have impacted on the chosen dish and its possible evolution.

Source Ingredients

(15%)

Has provided an exceptional list of ingredients outlining specifications, and variations to original recipe.

Has provided a very good list of ingredients outlining specifications, and variations to original recipe.

Has provided a good list of ingredients with specifications, and variations to original recipe identified.

Has provided a satisfactory list of ingredients with specifications, and variations to original recipe identified.

Has provided an incomplete list of ingredients, some specifications, and variations to original recipe identified.

Provides an exceptional description of several influences when choosing ingredients.

Rationale for chosen ingredients reflects an exceptional understanding of the multisensory approach to taste.

Provides a very good description of several influences when choosing ingredients.

Rationale for chosen ingredients reflects a very good understanding of the multisensory approach to taste.

Provides a good description of a number of influences when choosing ingredients.

Rationale for chosen ingredients reflects a good understanding of the multisensory approach to taste.

Provides a satisfactory description of a few influences when choosing ingredients.

Rationale for chosen ingredients reflects a satisfactory understanding of the multisensory approach to taste.

Provides a limited description of influences when choosing ingredients.

Rationale for chosen ingredients reflects a lack of understanding of the multisensory approach to taste.

Convenience vs Conscientious Consumption: (15%)

Provides an outstanding understanding of globalisation and mass manufacturing and how it has impacted on the choice of ingredients. Provides excellent examples.

Provides a very good understanding of globalisation and mass manufacturing and how it has impacted on the choice of ingredients.

Provides very good examples.

Provides a good understanding of globalisation and mass manufacturing and how it has impacted on the choice of ingredients.

Provides good examples.

Provides a satisfactory understanding of globalisation and mass manufacturing and how it has impacted on the choice of ingredients.

Satisfactory examples provided.

Provides a limited understanding of globalisation and mass manufacturing and how it has impacted on the choice of ingredients.

Provides some examples.

Research (15%)

Outstanding use of appropriate resources and references to support findings in relation to all aspects of task.

A very good use of appropriate resources and references to support findings in relation to all aspects of task.

A good use of appropriate resources and references to support findings in relation to all aspects of task.

Satisfactory use of appropriate resources and references to support findings in relation to all aspects of task.

Limited or no use of appropriate resources and references to support findings in relation to all aspects of task.

ASSESSMENT BRIEF___________________________________________________

Page 6 of 6

Criteria HD

(85-100)

D

(75-84)

CR

(65-74)

PASS

(50-64)

FAIL

(0-49)

The script/run sheet & written documents

(10%)

The script/run sheet and written documents provide an outstanding record of the process in a logical format with appropriate referencing. Writing is free of all spelling, grammar and punctuation errors.

The script/run sheet and written documents provide a very good written record of the process in a logical format with appropriate referencing. Minor spelling, grammar and punctuation errors

The script /run sheet and written documents provide a good written record of the process in a mostly logical format with appropriate referencing. Grammar, spelling and punctuation errors are evident but do not detract significantly from the readability.

The script/run sheet and written documents provide a satisfactory and mostly logical format with attempted appropriate referencing. Multiple or repetitive errors in spelling, grammar and punctuation interfere with readability.

Limited script/run sheet and written documents providing a poorly written record of the process in a non-sequential format with little to no appropriate referencing. Major errors in spelling, grammar, punctuation and structure.

Video Presentation

(15%)

An exceptional presentation that is clear and provides excellent visual display of the procedures and steps taken.

Exceptional use of presentation tools results in a polished video of dish.

A very good presentation that is clear and provides outstanding visual display of the procedures and steps taken.

Very good use of presentation tools results in an engaging video of dish.

A good presentation that is clear and provides a good visual display of the procedures and steps taken.

Good use of presentation tools results in a good video of dish.

A satisfactory presentation that is mostly clear and provides a good visual display of the procedures and steps taken.

Satisfactory use of presentation tools results in a satisfactory video of dish.

A poor presentation that is unclear and provides a rudimental visual display of the procedures and steps taken.

Limited use of presentation tools results in an unsatisfactory video of dish.