- TITLE THIS BLOG POST: Solo Film #4 Production Project (Sound)
- PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM wordpress.org/openverse AT THE TOP OF THE POST
- FOLLOW THE DIRECTIONS IN THE:
- REVIEW THESE POST EXAMPLES:
- Coming soon…
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM
Category: Film
Solo Film #5 Production Project (Music) TEMPLATE
- TITLE THIS BLOG POST: Solo Film #5 Production Project (Music)
- PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM wordpress.org/openverse AT THE TOP OF THE POST
- FOLLOW THE DIRECTIONS IN THE:
- REVIEW THESE POST EXAMPLES:
- Coming soon…
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM
SUMMARY
Intention (SMART Goal)
PRE-PRODUCTION – INQUIRY
Blah
Blah
PRODUCTION – ACTION
Student Copy of Film Clip
Skills Commentary
POST-PRODUCTION – REFLECTION
21st Century Skills
Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)
Ways of Working (Communication & Collaboration)
Tools for Working (Info & Media Literacy)
Ways of Living in the World (Life & Career)
Reactions to the Final Version
Self-evaluation of Final Version
Grammar and Spelling
Blog Post Editor
PRODUCTION CHECKLIST FORMS
Solo Film #3 Production Project (Structure) TEMPLATE
- TITLE THIS BLOG POST: Solo Film #3 Production Project (Structure)
- PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM wordpress.org/openverse AT THE TOP OF THE POST
- FOLLOW THE DIRECTIONS IN THE:
- REVIEW THESE POST EXAMPLES:
- Coming soon…
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM
SUMMARY
Intention (SMART Goal)
PRE-PRODUCTION – INQUIRY
Blah
Blah
PRODUCTION – ACTION
Student Copy of Film Clip
Skills Commentary
POST-PRODUCTION – REFLECTION
Reactions to the Final Version
Self-evaluation of Final Version
Grammar and Spelling
Blog Post Editor
PRODUCTION CHECKLIST FORMS
Solo Film #2 Production Project (Story) TEMPLATE
- TITLE THIS BLOG POST: Solo Film #2 Production Project (Story)
- PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM wordpress.org/openverse AT THE TOP OF THE POST
- FOLLOW THE DIRECTIONS IN THE:
- REVIEW THESE POST EXAMPLES:
- Coming soon…
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM
SUMMARY
Intention (SMART Goal)
PRE-PRODUCTION – INQUIRY
Story Circle
Written Treatment
Celtx.com Script
PRODUCTION – ACTION
Film
Skills Commentary
POST-PRODUCTION – REFLECTION
21st Century Skills
Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)
Ways of Working (Communication & Collaboration)
Tools for Working (Info & Media Literacy)
Ways of Living in the World (Life & Career)
Reactions to the Final Version
Self-evaluation of Final Version
Grammar and Spelling
Blog Post Editor
PRODUCTION CHECKLIST FORMS
Solo Film #1 Production Project (Analysis) TEMPLATE
- TITLE THIS BLOG POST: Solo Film #1 Production Project (Analysis)
- PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM wordpress.org/openverse AT THE TOP OF THE POST
- FOLLOW THE DIRECTIONS IN THE:
- REVIEW THESE POST EXAMPLES:
- Coming soon…
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS AFTER COMPLETING THEM
SUMMARY
Intention (SMART Goal)
PRE-PRODUCTION – INQUIRY
Film Clip to Copy
Reverse Storyboard
PRODUCTION – ACTION
Student Copy of Film Clip
Skills Commentary
POST-PRODUCTION – REFLECTION
21st Century Skills
Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)
Ways of Working (Communication & Collaboration)
Tools for Working (Info & Media Literacy)
Ways of Living in the World (Life & Career)
Reactions to the Final Version
Self-evaluation of Final Version
Grammar and Spelling
Blog Post Editor
PRODUCTION CHECKLIST FORMS
IB Text Analysis Worksheet: TEMPLATE
- TITLE THIS BLOG POST: IB Text Analysis: NAME OF FILM
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS
“Director/Conductor” by La Chachalaca Fotografía is licensed under CC BY-NC 2.0
Summary
A guide to planning, researching, and creating your IB Film Text Analysis
- Follow the directions for each step below
- Include for your notes, where required
2022-23 Films (Pick ONLY One for your TA)
Past Sample Student Work
Pan’s Labyrinth
Guidance for Your Work
“The TA is an exam. Failure to turn in the work within the 4 weeks, unless the teacher requests extenuating circumstances directly from the IB, should be considered a fail.” – IB Film
13.5 Hours To Complete
- Please track how long it took you for each stage
Step 1 – Preparation: Spend 2 Hours
Total Time:
Date Complete:
- Thoroughly read the TA requirements in IB Film Guide PDF (including rubrics) (15 minutes)
- Review the TA Task Details
- Clear cover page with the Title of the Film & Timecode (5-minute film extract)
- Sans serif 12 point font
- In-text citations
- List of all sources
- The textual analysis (1,750 words maximum) is intended to be a formalist exercise rather than a thesis-driven
essay. - The focus of the work should be on how meaning is conveyed through the use of film elements in
the chosen film text, with consideration of the cultural context of the film and communicated through the
use of relevant and accurate film vocabulary common to the study of film and appropriate for film analysis. - In this task, the examiner is looking for evidence of the extent to which the student is able to demonstrate an
understanding of:- The cultural context of the chosen film text
- The use of film elements to construct meaning in the selected extract, using appropriate film vocabulary
- How the identified film elements in the selected extract relate to the cultural context of the film, to the film text as a whole, and, where appropriate, to other films, as identified by the student
- At the start of the textual analysis, students should clearly state which film elements they are going to
discuss. - The list of all sources used is excluded from the textual analysis word limit
- Read Examples and Scoring Guides (45 minutes)
- Review the Big List of Film Terms (15 minutes)
- Review the Text Analysis Worksheet (PDF) (5 minutes) – Used in Peer Review, too
- Explore the CHS Library: capital.osd.wednet.edu/academics/library (5 minutes)
- Explore The Moving Image Source Research Guide: www.movingimagesource.us (5 minutes)
- The Moving Image Source Research Guide is a gateway to the best online resources related to film, television, and digital media
- Explore Mr. Le Duc’s Film Resources Page (5 minutes)
- Examine the TA Poster 1 (PDF) (5 minutes)
- Examine the TA Poster 2 (PDF) (5 minutes)
Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours
Total Time:
Date Complete:
The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.
- Watch the trailers and pick ONE of these films (10 minutes)
- Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
- First Viewing: Watch the film and record your reactions (2 hours)
- Take notes (below in this post)
- How does the film (various scenes) affect you?
- Remember every scene is like a mini-movie
- Pay attention to which scene best represents the film, for you
- Take notes (below in this post)
- Second Viewing: Notice the cinematography, mise en scene, actor movement, wardrobe, sound (diegetic, non-diegetic, music, etc.) choices (2 hours)
- Review the Big List of Film Terms for cinematic elements, mise en scene (what’s represented on screen), and sound
- Write notes (below in this post)
Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours
Total Time:
Date Complete:
- Open your TA Bibliography Google Doc (In Your IB Google Drive Folder – Mr. Le Duc created)
- You will add your MLA sources as you research
- Choose your 5-minute extract (scene)
- Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
- Narrative (Le Duc will fix this link)
- Camerawork: Angles, and Movements
- Composition
- Lens: Depth of Field (Le Duc will fix this link)
- Mise-en-scene
- Blocking / Position of characters
- Acting/body language
- Acting style / method
- Lighting / Cinema Lighting
- Color scheme
- Set/location/props
- Set design
- Costume, hair, makeup, class, gender fabric, color
- Sound Design
- Soundtrack/Score
- Editing
- Research to support your notes (1 hour)
-
- Cultural context Evidence: Textual analysis and sources
- Answer these questions:
- To what extent do you demonstrate an understanding of the cultural context of the film text?
- To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
- Answer these questions:
- Cultural context Evidence: Textual analysis and sources
- Add to your notes in the Task Analysis Guide
-
- Re-watch your scene numerous times and add to your notes (15 minutes)
- Research to support your notes (1 hour)
- Re-read Criterion B Film Elements Rubric
- Evidence: Textual analysis and sources
- To what extent do you evaluate how the extract makes use of film elements to convey meaning in the chosen film?
- To what extent do you support your observations with the appropriate use of relevant film vocabulary?
- Evidence: Textual analysis and sources
- Write notes (below in this post)
- Re-read Criterion B Film Elements Rubric
Step 4 – Compose A Rough Draft within the Text Analysis Guide below: 2 hours
Total Time:
Due June 9 before class (Mr. Le Duc will look over your progress in class)
Date Complete:
- Watch Mr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
- Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
- This will convert your two-column table layout into a regular text document
- Copy and paste from editpad.org into your Google Docs TA Paper Template
- Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
- Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
- Compose your rough draft (1.75 hours)
- Weave in your research the following
- WHAT: Your observation about a film element in the 5-minute scene
- WHY: Relate the film element to the shot or scene’s emotional or narrative importance
- HOW: Explain how the film element works in the context of this scene
- SO WHAT: Justify it with the cultural context, as needed
Text Analysis Guide (For your 5 Minute Scene)
TASK COMPONENTS (INQUIRY) |
NOTES
WRITE NOTES IN THIS COLUMN |
The extract may be up to five minutes in length and must be a single, continuous sequence of the film | |
Time of 5-minute clip | PLACE 5-MINUTE TIME INTERVAL HERE… |
PART 1 – The film, your scene, why it is of interest, and how your scene relates to the whole film. |
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Brief Summary of ExpositionWriter, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio. |
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Context of Extract in Film – briefly describe the sceneAt what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie. |
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The Rationale for Selection – relation to the entire movieWhy is it interesting and why does this scene best illustrate the themes of the whole movie? |
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PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section |
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Narrative |
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Script – Not just dialogue but in terms of being the spine of the story
Explain how this scene advances the plot. How do the events of this scene clarify/complicate matters? How does this scene affect/cause future events? What new information is revealed or suggested about a character? Is there anything deliberately withheld? Is anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition? |
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Cinema Photography |
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a) Camerawork – describe shots in specific terms
Shot size: ELS, LS (stage), full shot, MS, CU, ECU. Camera angles: bird’s eye, high angle, eye level, low angle or Dutch (oblique), camera movement: pan, tilt, dolly or tracking, handheld, Steadycam, or moving crane. Invisible V conspicuous. Are tracking shots motivated by character movement? |
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b) Composition
Open/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective. |
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c) Depth of Field
Consider foreground, mid, ground, and background. Deep focus is associated with wide-angle lenses. Could be flat. Narrow ranges of focus may be the result of telephoto lenses. |
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Mise-en-scene – The overall look and feel of a movie |
|
a) Position of characters and objects
Identify the dominant, does movement guide our focus, character proxemics patterns (intimate, personal, social, and public distances). How does the director add meaning to these choices? Is one character encroaching on another’s space? Watch for space being used to portray relationships/changes in relationships. Watch for windows, doors, and parallel lines that frame people or objects. Entrapment. Look for actor placement. Front – actor facing camera, greatest intimacy. One-Quarter Turn – very popular. Profile – character lost in the moment, a bit more distant than the previous two. Three-Quarters Turn – useful to convey anti, socialness, Back of Head, most anonymous shot. Creates a mystery or feeling of alienation. |
|
b) Lighting
Low or high key. How does the director use light to focus our attention? The Key light, fill light, and backlighting. What is the source of lighting in the context of the scene? |
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c) Color scheme
How does the director use color and what is the director’s intent for doing so? Look for color symbolism or color associated with characters. Color to suggest a mood. Color as foreshadowing. Contrasting colors ( the monolith v white room) |
|
d) Set/location/props
Set design. Studio or on, location, describe props, scenery, what was the Director ́s intent for using them? How dense is visual information? Stark, moderate, or highly detailed? |
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e) Costume, hair, make up
Period, class, gender (emphasize or diminish), age-appropriate, silhouette (close-fitting or baggy), fabric (plain, sheer, rough, delicate), accessories. Color is very important in relation to character. |
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f) Acting/body language
Acting style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (the character says one thing but means something else). Consider typecasting as a shortcut to characterization. |
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Sound – watch scene w/o pictureLive sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate. |
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MusicIs the music telling you what to feel? Music can be used as a counterpoint to the action. |
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EditingEllipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes, matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts. |
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Part 3: Analyzing the Film as a Product |
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Sociocultural ContextIn what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film? |
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Target AudienceTeens/adults or male/female age group, college education art crowd, liberal, conservative, Christian |
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Generic Expectationshttp://www.filmsite.org/filmgenres.html Also research http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes |
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ThemesMan V Man, or one of the others, is this film an allegory? |
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Motifs/SymbolsWhat specific devices support your definition of the theme? Look for recurring elements. |
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Film CriticismBoth contemporary and current. Use brief quotes from two different sources. Record the details: reviewers’ names and publication names/dates |
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TASK COMPONENTS (ACTION) |
|
Compose Paper | |
Part 4: Sources |
|
Source 1 | |
Source 2 | |
Source 3 | |
Source 4 | |
Source 5 | |
Source 6 | |
Source 7 | |
Source 8 | |
Source 9 | |
Source 10 | |
TASK COMPONENTS (REFLECTION) |
|
Revision 1 | Proofreader: |
Revision 2 | Proofreader: |
Revision 3 | Mr. Le Duc |
Step 5 – Get Draft Peer Reviewed: 30 Minutes
Total Time:
Due June 12 before class (we will be peer reviewing in class)
Date Complete:
- Get it peer-reviewed with the TA Worksheet (PDF) (30 minutes)
- Peer Reviewer: Look for evidence of each section of the document
- Look for WHAT, WHY, and HOW for each statement in the paper
- There should be at least one WHY or HOW or every WHAT statement
- Look for cited research to support statements, where it makes sense
- Write comments to help the author
- Add them as “Add Comments” on the side, so you do not add to the word count of the document
Step 6 – Revise: 1 Hour
Total Time:
Date Complete:
- Revise your draft (1 hour)
Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes
Total Time:
Due June 13 before class (Mr. Le Duc will have feedback by June 16)
Date Complete:
- Get feedback from Mr. Le Duc
- Make final revisions and check format (30 Minutes)
Step 8 – Finalize Paper: 15 Minutes
Total Time:
Date Complete:
- Clear Title of the Film & Timecode (5-minute film extract)
- Sans serif 12 point font
- In-text citations
- Less than 1,750 words maximum
Step 9 – Finalize Bibliography and Check Format: 15 Minutes
Total Time:
Date Complete:
- Update your TA Bibliography Google Doc (In Your IB Google Drive Folder)
- Finish and check the format of your MLA sources as you research
Step 10 – Upload to Turnitin.com: 10 Minutes
Total Time:
Due June 20 before midnight
Date Complete:
- Upload your TA paper (from Your IB Google Drive Folder)
- Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)
External Assessment Criteria SL and HL
Peer Review Checklist
- Use the TA Worksheet (PDF) for review of core elements for the peer review
- Use the TA Marksheet (PDF) for the inclusion of all needed elements in peer review
Film Analysis Worksheet: TEMPLATE
- TITLE THIS BLOG POST: Film Analysis: NAME OF FILM
- IF YOU WANT, PLACE A CREATIVE COMMONS IMAGE RELATED TO THE FILM FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- REVIEW THESE ANALYSIS POST EXAMPLES:
- Josie’s analysis of One Flew Over the Cuckoo’s Nest
- Lindsay’s analysis of 6 Underground
- Stuart’s analysis of Ford vs. Ferrari and Greenland
- Naomi’s analysis of 13 Going on 30
- Robbie’s analysis of Gojira (Orginal Godzilla) and Space Battleship Yamato 2199
- Malachi’s analysis of Ratatouille
- Giovanni’s analysis of Iron Monkey
- Avery’s analysis of Just Mercy and Terminator 2: Judgement Day
- Meredith’s analysis of Mother
- Jaden’s analysis of Baby Driver
- Reese’s analysis of Paul Blart: Mall Cop
- Cooper’s analysis of Die Hard, Bird Box, Forrest Gump, Finding Nemo, Toy Story 3, Wonder, and The Blind Side
- Katherin’s analysis of Bedtime Stories
- Jack’s analysis of Clone Wars
- Francis’ analysis of The Sound of Music
- Eli’s analysis of Green Book
- Avian’s analysis of Knives Out and Notes on a Scene of Memento
- Jakob’s analysis of Indiana Jones: Raiders of the Lost Ark
- Isaac’s analysis of Ratatouille
- Aidan’s analysis of Jaws
- Nick’s analysis of Marvel Movies
- Dylan’s analysis of Toy Story 4, Avengers Endgame, The Adventures of Sharkboy And Lavagirl, and Spiderman Far From Home, Despicable Me, and Black Panther
- Jacob’s analysis of Death Race: Beyond Anarchy
- Nolan’s analysis of Transformers: Revenge of the Fallen
- Coletrane’s analysis of American Psycho
- Will’s analysis of The Conjuring and 2022 Batman
- Kyle’s analysis of Breaking Bad
- Adia’s analysis of Leon the Professional
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS DETAILED ABOVE
Summary
- IN ONE TO TWO SENTENCES, DESCRIBE WHAT FILM YOU ANALYZED FOR THIS PROJECT AND WHY YOU CHOSE IT
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS ABOVE
Film Analysis
Film Title |
PLACE YOUR RESPONSES IN THIS COLUMN (DELETE THIS MESSAGE BEFORE YOU WRITE) |
Year | |
Director |
|
Country |
|
Genre | |
If you could work on this film (change it), what would you change and why? |
Film information can be found at imdb.com
As you view films, consider how the cuts, camera angles, shots, and movement work to create particular meanings. Think about how they establish space, privilege certain characters, suggest relationships, and emphasize themes. In addition to shot distances, angles, editing, and camera movement, note details of the narrative, setting, characters, lighting, props, costume, tone, and sound.
Ask yourself the following questions:
TOPIC | YOUR NOTES |
1. Who is the protagonist? | |
2. Who is the antagonist? | |
3. What is the conflict? | |
4. What is the theme or central, unifying concept? (summarize in one or two words) | |
5. How is the story told (linear, non-linear, with flashbacks, flash-forwards, at regular intervals) | |
6. What “happens” in the plot (Brief description)? | |
7. How does the film influence particular reactions on the part of viewers (sound, editing, characterization, camera movement, etc.)? Why does the film encourage such reactions? |
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8. Is the setting realistic or stylized? What atmosphere does the setting suggest? Do particular objects or settings serve symbolic functions? | |
9. How are the characters costumed and made-up? What does their clothing or makeup reveal about their social standing, ethnicity, nationality, gender, or age? How do costume and makeup convey character? | |
10. How does the lighting design shape our perception of character, space, or mood? | |
11. How do camera angles and camera movements shape our view of characters or spaces? What do you see cinematically? | |
12. What is the music’s purpose in the film? How does it direct our attention within the image? How does it shape our interpretation of the image? What stands out about the music? | |
13. How might industrial, social, and economic factors have influenced the film? Describe how this film influences or connects to a culture? | |
14. Give an example of what a film critic had to say about this film. Use credible sources and cite sources.
Example: “The Shawshank Redemption Movie Review (1994) | Roger Ebert.” All Content. N.p., n.d. Web. 24 June 2015. |
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15. Select one scene no longer than 5 minutes that represents well the whole film and shows relevant cinematic elements. Write a one-sentence description of the scene and record the time of the scene.
Example: from 1:05:00 to 1:10:00. Explain why you chose this scene. |
PLACE THE TIME STAMP FROM THE SCENE HERE… Example: 00:00:00 – 00:05:00
|
16. In the selected scene: write a sentence for each of the elements below to justify why this scene best represents the film: | |
a. Screenwriting: | |
b. Sound Design: | |
c. Camera Movements/Angles: | |
d. Light Setup: | |
e. Soundtrack/Score: | |
18. What’s the socio-cultural context of this film? |
This worksheet was developed with ideas from many IB Film teachers, thus should remain in the Creative Commons
Mr. Le Duc’s Film Analysis Resources
Film – Week 13 – Changes
COPY AND PASTE ALL THE CONTENT BELOW
- TITLE THIS BLOG POST: Film – Week 13 – Changes
- IF YOU WANT, PLACE A CREATIVE COMMONS IMAGE FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- REVIEW THESE BLOG POST EXAMPLES:
- Naomi’s Post and Story of Film – Episode 2 Post
- Lindsay’s Post and Story of Film – Episode 2 Post
- Josie’s Post and Story of Film – Episode 2 Post
- Francis’ Post and Story of Film – Episode 2 Post
- Jaden’s Post Story of Film – Episode 2 Post
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS
“The most honest form of filmmaking is to make a film for yourself.”
― Peter Jackson, Link
SUMMARY
- Write your weekly summary here, last, at the end of the week…
- Only one to two sentences of WHAT YOU DID
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
PRACTICE ROOM (TUTORIALS)


- Set a timer for 60 minutes in this ‘room’
- Complete up through production in SneakOnTheLot.com
CLASSROOM (THEORY & ANALYSIS)

- Set a timer
- Spend 75 minutes in this ‘room’
- Watch the second episode of The Story of Film and take notes in a separate blog post
Steps
- Create a blog post titled, Story of Film – Episode 2 – The Hollywood Dream
- Embed an interesting Creative Commons image from Flickr.com at the top of your post
- Have an image that sums up the gist of the episode
- SELECT A CREATIVE COMMONS IMAGE FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- Create a heading 2 titled Notes
- Copy and paste the episode’s referenced films as text with links from The Story of Film: An Odyssey at Wikipedia
- Cite your source as Wikipedia and link back to The Story of Film: An Odyssey page
- Example: “The following material is from Wikipedia.”
- Take notes as you watch the episode
- Access Episode 2 and begin watching
- DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE
OUTSIDE (CREATIVITY, PRODUCTIVITY & THE BRAIN)
- Set a timer
- Spend 30 minutes in this ‘room’

- Review the Challenging Automatic Negative Thoughts Worksheet infographic for 10 minutes (Click for larger PDF version)
- If you want, read more at bananatreelog.com/blog/challenging-cognitive-distortions
- Then review these ‘6 steps will help in reframing negative thoughts and over time your thoughts will be replaced with more rational thinking.’
- Recognize and Isolate the Thought
- Write Down the Thought
- Identify the Distress Level
- Identify the Cognitive Distortion (view PDF)
-
Worksheet from bananatreelog.com
-
- Challenge & Reframe Your Thoughts
- Reevaluate the Distress Level
- Go for a 10-minute walk, if it is safe to do so
- Reflect on this ‘simple way to overcome negative automatic thinking by challenging and reframing the thoughts in a positive way.’
- Writing a small paragraph reflection for 10 minutes
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
- Write only 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
- Fill in the Weekly Activity Evaluation
- DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE
IB Comparative Study Worksheet: TEMPLATE
- TITLE THIS BLOG POST: IB Comparative Study Worksheet 2020-21
- IF YOU WANT, PLACE A CREATIVE COMMONS IMAGE RELATED TO THE FILM FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS DETAILED ABOVE
“Film scripts for sale in Soho! #newyork #newyorkcity #nyc #movies” by Nat Ireland is licensed under CC BY-NC 2.0
Summary
A guide to planning, researching, and creating your Film Comparative Study
- Follow the directions for each step below
- Include for your work where it is required
Student Work
- Justin’s Post, Script, and Draft Video Essay
- Neil’s Post, Script, and Draft Video Essay
- Satchel’s Post, Script, and Draft Video Essay
- Dexter’s Post, Script, and Draft Video Essay
- Sam’s Post, Script, and Draft Video Essay
- Jadee’s Post, Script, and Draft Video Essay
- Laari’s Post, Script, and Draft Video Essay
Guidance for Your Work
“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.”
- Thoroughly read the Comparative Study requirements in IB Film Guide PDF (including rubrics)
- Watch Mr. Le Duc’s CS Overview Video
- Watch Garrett’s CS Example and Read Garrett’s Two Column Script
- Notice the color designating justified film language elements
- 3 More Examples and Scoring Guides
- Explore the CHS Library: capital.osd.wednet.edu/academics/library
- Explore The Moving Image Source Research Guide: www.movingimagesource.us
- The Moving Image Source Research Guide is a gateway to the best online resources related to film, television, and digital media
- Explore Mr. Le Duc’s Film Resources Page for Video Essays
- Examine the CS Poster 1 (PDF)
- Examine the CS Poster 2 (PDF)
Steps and Tasks
- 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.
- Collect evidence from the films that support your argument.
- Research secondary 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 honing their 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
- Set a timer
- 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.
e.g. CITIZEN KANE |
Year, Country, and Director of the film.
e.g. 1941, USA, Dir: Orson Welles |
2. Areas of FILM FOCUS
- Set a timer
- How much time did you spend: ?
- Research Film Movements
- Research Film Genres
- Research Film Style (the difference between genre and film style defined)
- Research Film Theory
- 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
- Set a timer
- How much time did you spend: ?
For this assessment task, “cultural context” involves consideration of some of the following factors, some of which may be blended (such as socioeconomic factors).
- Economic, Geographical, Historical, Institutional, Political, Social, Technological
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
- Set a timer
- How much time did you spend: ?
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
- Set a timer
- How much time did you spend: ?
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
- Set a timer
- How much time did you spend: ?
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)
- Set a timer
- 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)
- Set a timer
- How much time did you spend: ?
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
- Set a timer
- 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? | Voiceover Narration Ideas |
Formatting Guidelines

- Watch the Formatting of an Audio/Video Script in Celtx
- Assemble in Two-Column AV Format in an option below
10. Assembling the Comparative Study
- Set a timer
- How much time did you spend: ?
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)
- Export the final video essay movie file
- Upload Unlisted draft to YouTube for peer review
11. Create Works Cited
- Set a timer
- How much time did you spend: ?
- Create Works Cited document separately (Google Doc)
Examples of Possible Task Components
Area of film focus | Film 1 | Film 2 | A possible topic for comparative study |
Film movement: German Expressionism | The Cabinet of Dr. Caligari (1920) | Edward Scissorhands (1990) | How and with what effect are specific film elements of German expressionism used within a chosen contemporary film? |
Film movement: French New Wave | Breathless (1960) | Badlands (1973) | The influence of the French New Wave on New Hollywood’s use of innovative film elements in its representation of youth and violence. |
Film genre and film style: Black comedy | No. 3 (1997) | The Big Lebowski (1998) | To what extent do “black comedy” films differ according to cultural context? |
Film theory: Soviet Montage | Battleship Potemkin (1925) | Koyaanisqatsi (1982) | To what extent are specific features of Soviet montage theory faithfully employed in a contemporary experimental film? |
External Assessment Criteria SL and HL
Peer Review Checklist
TASK COMPONENTS (ACTION) | Notes / Suggestions | |
__ | Assemble Findings | |
__ | Develop a personal and critically reflective perspective | |
__ | Identify and gather appropriate audio-visual material to support the study | |
SCREENPLAY | ||
__ | Justify the chosen topic and selected films | |
__ | Make sure that the text is in a formal academic register (can be in the 1st person) | |
__ | The balance between visual and spoken elements | |
__ | Make clear reference to your sources as on-screen citations (text on-screen) | |
__ | Make sure the primary weight of evidence for the study from the two chosen films | |
__ | Make sure each film is given equal consideration | |
__ | Make sure film language information is communicated clearly throughout (avoid “to be” verbs – make statements like “blah is this.”) | |
__ | Make sure information is communicated logically rooted in film language | |
__ | Have another student highlight the WHAT WHY HOW in your draft screenplay | |
VIDEO ESSAY | ||
__ | Recorded voice and edited commentary numerous times until happy with the material | |
__ | Make sure your name and the school’s name ARE NOT IN THE ESSAY | |
__ | Make sure to have 10-second title card with:
1. Area of film focus 2. Titles of the two films for comparison 3. The chosen topic |
|
__ | Include breaks in your recorded commentary to enable other audio-visual material included in the study to be clearly heard (if needed) | |
__ | Make sure film clip length matches points being made | |
__ | Make sure still images have citations on-screen if you have them | |
__ | Make sure text on-screen is legible and spelled correctly | |
__ | Make sure information is communicated audibly (levels are good for all sound) | |
__ | Make sure information is communicated visually appropriate manner | |
__ | Make sure background music is from Creative Commons and is cited | |
__ | Make sure edits are clean | |
__ | Make sure the presentation is 10 minutes maximum, including title card and credits | |
__ | Make sure two films are listed in sources |
Film – Week 11 – Updating Workflow – Mind Like Water
COPY AND PASTE ALL THE CONTENT BELOW
- TITLE THIS BLOG POST: Film – Week 11 – Updating Workflow – Mind Like Water
- IF YOU WANT, PLACE A CREATIVE COMMONS IMAGE FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- REVIEW THESE BLOG POST EXAMPLES:
- Naomi’s Week 11 Post and Story of Film – Episode 1 Post
- Katherine’s Week 11 Post and Story of Film – Episode 1 Post
- Josie’s Week 11 Post and Story of Film – Episode 1 Post
- Francis’ Week 11 Post and Story of Film – Episode 1 Post
- Reece’s Week 11 Post and Story of Film – Episode 1 Post
- Jack’s GTD-based Planning and Project Post
- DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS
“‘Be shapeless and formless.. like water’ (Bruce Lee)” by Akinini.com is licensed under CC BY-NC-ND 2.0
“Have a mind like water.”
― David Allen, GTD
SUMMARY
- Write your weekly summary here, last, at the end of the week…
- Only one to two sentences of WHAT YOU DID
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
PRACTICE ROOM (TUTORIALS)


- Set a timer for 60 minutes in this ‘room’
- Complete up through pre-production in SneakOnTheLot.com
CLASSROOM (THEORY & ANALYSIS)

- Set a timer
- Spend 75 minutes in this ‘room’
- Watch the first episode of The Story of Film and take notes in a separate blog post
Steps
- Create a blog post titled, Story of Film – Episode 1 – Birth of the Cinema
- Embed an interesting Creative Commons image from Flickr.com at the top of your post
- Have an image that sums up the gist of the episode
- SELECT A CREATIVE COMMONS IMAGE FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
- Create a heading 2 titled Notes
- Watch Mr. Le Duc’s Story of Film Notetaking Video Tutorial (2:00)
- Copy and paste the episode’s referenced films as text with links from The Story of Film: An Odyssey at Wikipedia
- Cite your source as Wikipedia and link back to The Story of Film: An Odyssey page
- Example: “The following material is from Wikipedia.”
- Take notes as you watch the episode
- Indent under the film Mark Cousins is referencing
- Place your notes there
- These notes will help you on future research projects in high school and possibly in college
- Indent under the film Mark Cousins is referencing
- Access Episode 1 and begin watching
Examples
-
- Brad’s Episode 1
- Gracen’s Episode 1
- (Don’t cheat. Because you shouldn’t. Also, I can search every word in every blog)
- DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE
OUTSIDE (PRODUCTIVITY & THE BRAIN)
- Set a timer
- Spend 15 minutes in this ‘room’
- Review this infographic for 5 minutes (Click for larger PDF version)
- If you want, read more at bananatreelog.com/blog/daily-dose-of-happiness-chemicals
- Go for a 10-minute walk, if it is safe to do so
- Reflect on how you structure your day to maximize your production of the D.O.S.E. happiness brain chemicals
- Writing a small paragraph reflection for 10 minutes
- DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER YOU ARE DONE
WHAT I LEARNED and PROBLEMS I SOLVED
- Write only 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
- Fill in the Weekly Activity Evaluation
- DELETE THIS WHOLE SECTION, AFTER YOU ARE DONE