“Simple formative analysis of film elements, no matter how precise or insightful, won’t cut it which is why the research question needs to be crafted in such a way that it provides scope for theoretical and socio-historic exploration. It’s basically an EE in disguise but focusing on two very different textual sources.”
Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
Develop the main arguments you will make about your topic.
Collectevidence from the films that support your argument.
Researchsecondary sources for information that supports your argument.
Write your Narration and plan the audio-visual components of your video essay.
Record, assemble, and edit your Comparative Study Video Essay.
Create a Works Cited document (separately) once your Comparative Study is finished.
Comparative Study Task Components
For this assessment task, each student identifies, selects, and researches each of the following task components.
TASK 1: One area of film focus.
TASK 2: Two films for comparison from within the chosen area of film focus, one of which originates from a contrasting time (historical) or space (geographical) to the personal context of the student, and the other film identified for comparison must arise from a contrasting cultural context to the first film. Students are required to select films they have not previously studied in depth. The selected films cannot come from the prescribed list of film texts provided for the textual analysis assessment task and, once selected, the films cannot be used by the student in any other assessment task for the DP film course or the extended essay.
TASK 3: A clearly defined topic for a recorded multimedia comparative study, which links both the selected films and the identified area of film focus. Each student should invest time in researching, developing, and honingtheir topic (which in most cases is likely to be expressed in the form of a research question) to ensure it is clear, focused and concise, in order to provide them with the maximum potential for success in this task. The topic should seek to enrich the student’s understanding of the chosen area of film focus and should avoid a plot-driven approach to the comparison.
The assessment criteria for this task requires students to provide a strong justification for the choice of task components as part of the recorded multimedia comparative study. This includes the student’s justification for how films arise from contrasting cultural contexts.
1. FILM Choices List
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How much time did you spend: ?
Which films are you considering for your final Comparative Study? List as many as you wish below as part of an initial brainstorm. Remember that you must select TWO films from contrasting cultural contexts for this task.
See the Examples of Possible Task Components section further down this document
Film Focus Possibility – identify the broad focus area and then add specifics (e.g. “THEORY – Auteur theory” or “GENRE – Horror”). Develop at least THREE options…you can create more by adding more rows.
Justification for this Film Focus. Be as specific as possible.
3. Chosen CULTURAL CONTEXT
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For this assessment task, “cultural context” involves consideration of some of the following factors, some of which may be blended (such as socioeconomic factors).
Identify at least TWO Cultural Context possibilities for your chosen films.
Justification for this Cultural Context. Be as specific as possible.
4. RESEARCH QUESTION Possibilities
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Consolidate your thoughts above and develop at least THREE different research question possibilities. More are possible by adding additional rows to the table below. FYI these will be shared with the full class for discussion of strengths and weaknesses.
Your Chosen Area of Film Focus
Topic for Comparative Study (written as a research question)
5. Final Decisions
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Using your topic options in the table above, select ONE to be your final topic for this Comparative Study task. NOTE: There are examples from the IB of what this should look like below this table.
Your Chosen Area of Film Focus
Film 1
Film 2
Contrasting Cultural Context
Topic for Comparative Study practice task (written as a research question)
6. Developing Your Topic
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Develop 3-5 main arguments that can be made about your topic based on your research question and chosen film focus.
Brainstorm how you could support these arguments within your video essay.
7. Selecting Supporting Evidence (Primary)
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How much time did you spend: ?
Identify at least 15 scenes from your chosen films that will help support the arguments you have outlined above. Screen clip a frame from each scene below.
Write notes about how this scene helps support your argument. (These notes will help form your voice-over narration.)
*Add more rows as needed.
8. Selecting Supporting Evidence (Secondary)
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Identify at least 3-5 secondary sources (articles, books, websites, video essays, etc.) which provide information that help support your arguments being made. In this column include the specific source citations.
Summarize the detailed information from the secondary source that you can use in this column. (You can copy+paste if they are from online sources.)
*Add more rows as needed.
9. Writing Your Narration
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How much time did you spend on the first draft: ?
How much time did you spend on the final draft: ?
Using the information, scene choices, and external sources you have compiled in steps 6-8, you will now write your voiceover narration and match it up to your chosen visual examples.
Length (</= 10 Minutes)
For the final Comparative Study, your narration should be no longer than 10 minutes in length.
Remember that you need to:
COMPARE and CONTRAST your two chosen film using the arguments and evidence you identified in parts 6-8, above
Begin your narration with a detailed justification for the chosen cultural contrast
Use an equal balance of the two selected films.
Write in a third-person voice to construct your argument (similar in tone to your Extended Essay and other
comparative analytical work you have written in Film class).
Identify where any WRITTEN TEXT will appear on the screen and highlight this (to reference during the
creation/editing stage)
Which Visual Evidence/Scenes line up to this part of the narration?
Now you will collect all media resources needed for the task and construct your video essay.
REQUIRED STEPS
Import the digital copy of your chosen films into editing software
Identify and extract chosen scenes and clips
Place and edit clips into a rough timeline for your video essay
Record audio narration (both partners should participate in narrating this practice task)
into an audio file using recording equipment (Zoom recorders, iPhone, DSLR Rode video
mic, etc.)
Import your recorded narration audio file into your project timeline
Assemble, edit and fine-tune clips and narration until your video essay takes shape
Create and add any required textual information in the timeline (including black slate at the start)
Audio mixing of narration and movie clips (adjust levels so that narration and movie sounds complement each other)
Mr. Le Duc considers him the best beginning guitar teacher online. He’s not the only one that thinks this. Check out some of the celebrity endorsements at justinguitar.com.
How interested in learning more about playing the guitar?
Write a reflection of the key topics that got your attention.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Holistic Songwriting by Friedemann Findeisen
Screenshot from Holistic Songwriting’s Channel at YouTube
An Example: The Swift Formula – One Note Melodies
From Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTubeFrom Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTubeFrom Holistic Songwriting’s How Taylor Swift Writes Melodies at YouTube
How interested in learning more about music theory and song analysis?
1 (YUCK!)
2 (not really)
3 (sorta interested)
4 (interested)
5 (YES!)
Your score: ?
LAB (THEORY PRACTICED)
Set a timer
Spend 15 minutes in this ‘room’
Write a reflection of the key topics that got your attention.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
Screenshot of Lyrics Melody and Chord Progressions from HookTab at YouTube
Explore the tutorials (but you do not need to watch all of them – just pick what looks interesting to you) from the:
Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day. – from LifeHacker.com
“Your mind is for having ideas, not holding them.”
Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
You then LAUNCH the ‘ship’ on a trusted course in the short term, as well as on the long horizon that you’re moving on.
And then, on a regular basis, you need to REASSESS, “OK, we need to take in NEW DATA, CLEANUP, RECALIBRATE, and REFOCUS for the next leg of the journey.”
It’s that simple…”
‘Capture’ all the ACTION ITEMS you can in your GTD Trusted System
CONTROL ROOM (PRODUCTION)
Set a timer
Spend 10 minutes in this ‘room’
Share your system with the class in the Schoology Week 10 Discussion Board
Take a picture or screenshot and post on our Schoology page
Prepare to briefly share how your system helps you…
Capture Action Items
Process them
and Organize them
DELETETHIS WHOLE SECTION, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
Writeonly a few sentences of WHAT YOU LEARNED
In one or two sentences,describe a PROBLEM YOU SOLVED
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WEEKLY ACTIVITY EVALUATION
Give feedback on this week’s class Content and Process
Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day. – from LifeHacker.com
“Your mind is for having ideas, not holding them.”
Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
You then LAUNCH the ‘ship’ on a trusted course in the short term, as well as on the long horizon that you’re moving on.
And then, on a regular basis, you need to REASSESS, “OK, we need to take in NEW DATA, CLEANUP, RECALIBRATE, and REFOCUS for the next leg of the journey.”
It’s that simple…”
‘Capture’ all the ACTION ITEMS you can in your GTD Trusted System
CONTROL ROOM (PRODUCTION)
Set a timer
Spend 10 minutes in this ‘room’
Share your system with the class in the Schoology Week 10 Discussion Board
Take a picture or screenshot and post on our Schoology page
Prepare to briefly share how your system helps you…
Capture Action Items
Process them
and Organize them
DELETETHIS WHOLE SECTION, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
Writeonly a few sentences of WHAT YOU LEARNED
In one or two sentences,describe a PROBLEM YOU SOLVED
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WEEKLY ACTIVITY EVALUATION
Give feedback on this week’s class Content and Process
Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day. – from LifeHacker.com
“Your mind is for having ideas, not holding them.”
Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
You then LAUNCH the ‘ship’ on a trusted course in the short term, as well as on the long horizon that you’re moving on.
And then, on a regular basis, you need to REASSESS, “OK, we need to take in NEW DATA, CLEANUP, RECALIBRATE, and REFOCUS for the next leg of the journey.”
It’s that simple…”
‘Capture’ all the ACTION ITEMS you can in your GTD Trusted System
CONTROL ROOM (PRODUCTION)
Set a timer
Spend 10 minutes in this ‘room’
Share your system with the class in the Schoology Week 10 Discussion Board
Take a picture or screenshot and post on our Schoology page
Prepare to briefly share how your system helps you…
Capture Action Items
Process them
and Organize them
DELETETHIS WHOLE SECTION, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
Writeonly a few sentences of WHAT YOU LEARNED
In one or two sentences,describe a PROBLEM YOU SOLVED
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WEEKLY ACTIVITY EVALUATION
Give feedback on this week’s class Content and Process
Reflect on GTD and getting to the top of the colorful list above for a minute
How can the GTD process help you tame the crazy-busy dragon of modern life?
Then, go for a 15-minute walk, if it is safe to do so
Write a few sentences as a reflection
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
OPTIONAL EXERCISE – Read the article and go for another walk 🙂
Katia Verresen, kvaleadership.com
“I coach C-suite executives and rising stars from the earliest startups to Fortune 100 companies. My passion is to help ambitious leaders achieve their full human potential.” – Read more about Katia…
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
Tell your daily story here! Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done.
DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WEEKLY ACTIVITY EVALUATION
Spend 3 minutes on this activity
Give feedback on this week’s class Content and Process
Be curious about Justin.
