Film Feedback TEMPLATE

DELETE ALL OF MR. LE DUC’s ALL UPPERCASE WORDS – WHEN YOU ARE DONE!

NAME THE POST IN THE TOP TITLE BOX: Your Film Name Feedback

EMBED YOUR FILM FROM YOUTUBE AT THE TOP OF THE POST

LOOK AT EXAMPLES: Malachi, Naomi, Josie, Isaac, and Robbie

Summary

  • Write a brief description of your project
  • Include your logline
    • EXAMPLE: “SomeONE or THING fighting someONE or someTHING for SOMETHING.”
  • Include the goal(s) of your film (what did you want the audience to feel/learn/experience?)

Feedback Questions

  • Write two questions for the audience
  • What feedback do you want from the audience to help you improve your filmmaking skills?
  • You will post these questions to the Zoom chat before we watch your film so people can focus their attention on your requested feedback when they see your film

Peer Feedback

  • Write the feedback you received from other students
  • After you receive feedback, add it to your post
  • Cite the student sources with only their first names
    • Citation with specific names is more professional

Game Feedback TEMPLATE

 

DELETE ALL OF MR. LE DUC’s ALL UPPERCASE WORDS – WHEN YOU ARE DONE!

NAME THE POST IN THE TOP TITLE BOX: Your Game Name Feedback

ADD ARTWORK FROM GAME AT THE TOP OF THE POST – IT LOOKS COOL (OPTIONAL)

INSERT LINK TO ITCH.IO PAGE HERE

LOOK AT BREV’s EXAMPLE POST and GAME

VISIT THE LINK TO THE GAME JAM

Summary

  • Write a brief description of your project
  • Include your logline
    • EXAMPLE: “SomeONE or THING fighting someONE or someTHING for SOMETHING.”
  • Include the goal(s) of your game (the win state)

Questions

  • Write two questions for the audience
  • What feedback do you want from the audience to help you improve your game-making skills?
  • You will post these questions to the Zoom chat before we play your game so people can focus their attention on your requested feedback when they play your game

Peer Feedback

  • Write the feedback you received from other students
  • After you receive feedback, add it to your post
  • Cite the student sources with only their first names
    • Citation with specific names is more professional

Nick’s Analysis of Marvel Movies

“SDCC13 – Marvel Group Photo [II]” by W10002 is licensed under CC BY-SA 2.0

Film Analysis: Pan’s Labyrinth

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
 Pan’s Labyrinth
Year 2006
Director
 Guillermo del Toro
Country
  Mexico | Spain
Genre
Drama | Fantasy | War
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?
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.
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 Analysis: The Handmaid’s Tale

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
 The Handmaid’s Tale
Year 2017
Director
 Reed Morano
Country
 USA
Genre Drama | Sci-Fi | Thriller
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?
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.
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 Analysis: Across The Universe

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
 Across The Universe
Year 2007
Director
 Julie Taymor
Country
 USA | UK
Genre Drama | Fantasy | History | Music | Musical | Romance
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?
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.
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

Jordan Mitchell’s Guide to the CS

JORDAN’S CS

CREATE AN OUTLINE

  • Put notes into an outline and/or a basic Venn diagram
    • One side is film number one and the other side film number two
    • Add what’s similar and what’s different
  • This will help you shape what parts you want to talk about in your task components

WATCH FILMS AND TAKE NOTES

Pick a film you know and/or love

  • The first time you watch it, just watch it passively, enjoy it, and don’t overthink it

Keep a journal and jot down notes

  1. Track of the big themes related to your Genre or Film Theory
  2. Keep in mind how you are feeling as a viewer
    • Don’t just focus on the film technique
    • Focus on how it makes you feel
      • It’s easy because you don’t know what’s coming if you haven’t seen it before if you have try to remember your first impressions of these scenes
    • If there are points where you feel anxious, laugh out loud, are excited about the character, jot that down
      • These are important things to know
  3. If there are any interesting things that catch your eye, even if you don’t know why jot them down
  4. Later go back and analyze why you feel that way

Watch a second film and analyze it to see if it fits your film focus

  • Watch it a second time and be more detailed in your note-taking
  • Pause and re-watch some key scenes for key film techniques and things that relate to your film focus and things that interest you or catch your eye.

CRITERION A – TASK COMPONENTS (12/32)

“The student provides a credible and persuasive justification for the choice of task components.”

  • Write a paragraph stating justification for why these two films are worthy of study
  • Have a sentence about how each film relates to that topic

“The student demonstrates an effective and highly appropriate knowledge and understanding of the identified task components and cultural context of the two selected films. The student analyzes the cultural context of the selected films and provides a credible and persuasive justification for the choice of task components.”

  1. You have researched your cultural context
  2. You know how they apply to your focus
  3. Show that you know what your area of focus means
    • shots used in your genre, common themes among your film theory, etc.

“The student references an effective range of sources that are highly appropriate adding to the critical perspectives explored in the work.”

Use a range of sources

  1. Some that talk about your film genre, film focus, and actual film techniques
  2. Some that talk about the society and the cultural context
  3. Some about the actual film that you’re studying (articles about people’s reaction to the film and film reviews)

CRITERION B – COMPARING AND CONTRASTING (12/32)

“The student effectively analyzes how the two films connected to each other and to the chosen topic providing insightful accurate and relevant observations regarding similarities and differences.”

  • Talk about specific characteristics of your film focus and compare and contrast them to the two films
    • Example: Jordan focused compare and contrast the topics of McGuffins and discomfort

For any key point you make, you want to…

  1. WHAT: Relate it to your film topic
  2. WHY: Relate it to film technique with specific film language
  3. HOW: Compare / contrast both films
  4. SO WHAT: Justify it with the cultural context

“The comparative study is consistently and effectively supported with accurate film vocabulary.”

  1. Throw in film language “buzz words”
    • Narration Example: “The use of close-ups and extreme close-ups are used to portray the character’s emotions and make the audience feel uncomfortable.”
  2. Show visual evidence of film language “buzz words”
    • Visual Evidence Example: Show those shots to prove that you actually know what a close-up is.

CRITERION C – ASSEMBLING THE CS (8/32)

“To what extent does the student assemble the comparative study in a clear, logical, audible and visually appropriate manner?”

“To what extent does the student provide an equal treatment of the two films selected for study?”

RECORDING NARRATION

  • Record audio in a quiet room, a closet, or under a blanket
    • Your phone is fine
  • Reduce background noise
  • Have consistent volume levels should be throughout
  • Cut out blank spaces or pauses
  • Make sure your recording should be between nine and ten minutes

BUILDING THE VIDEO ESSAY

Training

  • Know how to cut, splice, rearrange clips, add text, and change the volume of audio
  • Look on YouTube for the basics of your film software
  • No points for making it look flashy
  • No transitions

Workflow

  • Give equal consideration to the two films throughout the comparative study
    • As close to 50% screen time for each
  • Start with the easy stuff
    • For example: if you’re talking about a specific scene or specific shot then obviously you want to show that shot
  • Have some of the movie volume in the background (Recommended)
    • It sounds better, super low like room tone
    • If you want, search on YouTube how to do underwater audio effects to muffles the words
  • Place random scenes that you think look cool from the movie To fill extra spaces
  • If it fits, add little bits of movie dialogue between your thoughts
  • If you have quotes from an interview try to find the video of that interview
    • Don’t just read it aloud. It makes it a little bit more engaging
    • If you have a key point that you want to make try to just put text on the screen as a quote
  • Use lower thirds as onscreen citations
    • Google ‘lower third template’ for your editing software
    • You can just drag and drop and change the text easily
  • The slate at the beginning has to look like this like the examples
    • Don’t modify or stylize the slate
    • The beginning slate needs to be exactly 10 seconds

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: 

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.

  1. Watch the trailers and pick ONE of these films  (10 minutes)
  2. Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
  3. 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
  4. 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: 

  1. 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
  2. Choose your 5-minute extract (scene)
  3. Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
  4. 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?
    • Add to your notes in the Task Analysis Guide
  5. Re-watch your scene numerous times and add to your notes (15 minutes)
  6. 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?
    • Write notes (below in this post)

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: 

  1. Watch Mr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
    1. 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
    2. Copy and paste from editpad.org into your Google Docs TA Paper Template
  2. Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
  3. 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.

Brief Summary of Exposition

Writer, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio.

Context of Extract in Film – briefly describe the scene

At what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie.

The Rationale for Selection – relation to the entire movie

Why is it interesting and why does this scene best illustrate the themes of the whole movie?

PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section

Narrative
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?

Cinema Photography
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?
b) Composition

Open/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.
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.

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?
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?
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.
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.

Sound – watch scene w/o picture

Live 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.

Music

Is the music telling you what to feel?  Music can be used as a counterpoint to the action.

Editing

Ellipsis (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.

Part 3: Analyzing the Film as a Product

Sociocultural Context

In what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?

Target Audience

Teens/adults or male/female age group, college education art crowd, liberal, conservative, Christian

Generic Expectations

http://www.filmsite.org/filmgenres.html Also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes

Themes

Man V Man, or one of the others, is this film an allegory?

Motifs/Symbols

What specific devices support your definition of the theme? Look for recurring elements.

Film Criticism

Both contemporary and current. Use brief quotes from two different sources. Record the details:  reviewers’ names and publication names/dates

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: 

  1. 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: 

  1. 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: 

  1. Get feedback from Mr. Le Duc
  2. Make final revisions and check format (30 Minutes)

Step 8 – Finalize Paper: 15 Minutes

Total Time:

Date Complete: 

  1. Clear Title of the Film & Timecode (5-minute film extract)
  2. Sans serif 12 point font
  3. In-text citations
  4. Less than 1,750 words maximum

Step 9 – Finalize Bibliography and Check Format: 15 Minutes

Total Time:

Date Complete: 

  1. 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: 

  1. Upload your TA paper (from Your IB Google Drive Folder)
  2. Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)

External Assessment Criteria SL and HL

Peer Review Checklist

Session # Year # Production Project TEMPLATE v.3

SUMMARY

Role

Intention (SMART Goal) for the Session

PRE-PRODUCTION – INQUIRY

Leader(s) in the Field / Exemplary Work(s)

Primary Source

Secondary Source

Training Source(s)

Project Timeline

Pre-production Milestones

  • Thing 1
  • Thing 2
  • Thing 3

Production Milestones

  • Thing 1
  • Thing 2
  • Thing 3

Post-production

  • Thing 1
  • Thing 2
  • Thing 3

Proposed Budget

A budget will be completed during Session 5, 2024

Evidence of Team Planning and Decisions

Place screenshots of the following…

  1. Trello Board
  2. Storyboard (FILM) (with comments for each role) OR other planning documents like sketches, flowcharts (GAME DESIGN), etc.
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

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

Editor

Song Analysis Worksheet: TEMPLATE

Summary

  • IN ONE TO TWO SENTENCES, DESCRIBE WHAT SONG YOU ANALYZED FOR THIS PROJECT AND WHY YOU CHOSE IT
  • DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS ABOVE

Song Analysis

TOPIC MY RESPONSES
SONG TITLE PLACE YOUR RESPONSES IN THIS COLUMN (DELETE THIS MESSAGE BEFORE YOU WRITE)
COMPOSER(S)
YEAR
COUNTRY
If you could work on this song (change it), what would you change and why?
What is the song GENRE?
What is the song KEY?
What is the song TEMPO?
What do you like about the RHYTHM?
What do you like about the ARRANGEMENT?
What do you like about the MIX?
What do you like about the TIMBRE of some or all of the instruments?
What do you like about the PITCH of some or all of the instruments or vocals?
Are there particular TRACK(S) that stand out?
Finally, what do you like about the overall COMPOSITION?

“A song is a musical composition intended to be performed by the human voice. This is often done at distinct and fixed pitches (melodies) using patterns of sound and silence. Songs contain various forms, such as those including the repetition and variation of sections.” wikipedia.org/wiki/Song

HookTheory for Learning About Song Structure

Holistic Songwriting’s Artist Analysis

  • This YouTube series dives into the songwriting web.
  • Marketing, Lighting, Music Videos, Image…

Mr. Le Duc’s Song Analysis Resources