“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

Student Work

• Justin’s Post, Draft Paper, Bibliography
• Neil’s Post, Draft Paper, Bibliography
• Satchel’s Post, Draft Paper, Bibliography
• Dexter’s Post, Draft Paper, Bibliography
• Sam’s Post, Draft Paper, Bibliography
• Jadee’s Post, Draft Paper, Bibliography
• Laari’s Post, Draft Paper, Bibliography

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:

• Watch Mr. Le Duc’s Overview Video (10 minutes)
• 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 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:
    1. The cultural context of the chosen film text
    2. The use of film elements to construct meaning in the selected extract, using appropriate film vocabulary
    3. 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)
  • Textual Analysis Example 1 (scoring)
    
  • Textual Analysis Example 2 (scoring)
    
  • Textual Analysis Example 3 (scoring)
    
  • Textual Analysis Example 4 (scoring)
• Review the Big List of Film Terms (15 minutes)
• Review the Text Analysis Worksheet (PDF) (5 minutes)
• 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: 4 hours and 42 minutes 

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 (or the two episodes) (10 minutes)
   • Pan’s Labyrinth [Spain/Mexico] Director Guillermo Del Toro 2006 (Rated R)
     • Trailer
     • Available on Netflix and other streaming services
     • Google Drive (Film and Commentary)
   • Across the Universe [USA] Director Julie Taymor 2007 (Rated PG-13)
     • Trailer
     • Available on Hulu and other streaming services
     • Google Drive (Film, Commentary, and Extra Features)
   • The Handmaid’s Tale, Season 1 Ep. 01 and 02 [USA] Director Reed Morano 2017 (Rated R – Mature Rating on Hulu)
     • Trailer
     • Available on Hulu
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?
       • • opening scene, as the waves are crashing on to shore, they are shown with other moments within them.
           • • questioning…
         • (0:03:00) contrasting with black and white costumes
           • • adds to the different dynamic of the two couples
         • (0:08:02) day to night, character singing on the boat while the sky is white. Adds this idea of “free”
         • (0:28:21) From the house, seeming restricted. To Jude and Max bowling, with a lot of color and cheerfulness.
         • (0:33:02) From the perfect white picket fence life to war.
           • • social ideals
         • (0:38:42) Characters wearing darker clothing, merging with those wearing lighter clothing
         • (0:41:00-0:43:00) Lucy going from her picket white fence life, to a cafe.
           • • mother’s social perspective to what the “real” world was like
         • (0:47:42) Lucy talks about Daniel having to go to the military, that he believed it was his “duty”
         • (0:53:17) Max walking up the steps, literally being dragged to the military.
         • (1:16:17) Max goes off to war, leaving Jude and Lucy to live without him
         • (1:27:26) From Lucy’s living room, to through the TV which is broadcasting events from the Vietnam War
         • (1:39:00) Students protesting, police arrive. Pure chaos
         • (1:49:50) Lucy’s mom disagreeing with Lucy, not understanding the chaos that is occurring. Protestors are attacked by police officers.
     • Remember every scene is like a mini-movie
     • Pay attention to which scene best represents the film, for you
       • • (0:17:00) all the boys singing, chaotic. Multiple locations changes.
         • (0:33:02) From the perfect white picket fence life to war. Demonstrates the contrasting life.
         • (0:35:00) Two funerals. Same difficulties in life.
         • (0:38:42) Characters wearing darker clothing, merging with those wearing lighter clothing. Demonstrates the contrasting two lives and characters.
         • (0:39:42) New character, crossing with Jude on the street. Showing how small the world is, connecting with the films meaning
         • (0:47:42) Lucy talks about Daniel having to go to the military, that he believed it was his “duty” (what teens had to decide during this era)
         • (0:53:17) Max walking up the steps, literally being dragged to the military.
           • • what was expected of teen males
         • (1:27:26) From Lucy’s living room, to through the TV which is broadcasting events from the Vietnam War
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)
     • • • (0:33:00-0:38:00)
           • • cinematic elements: going from — to Detroit. Dark to light, but impacted by the same events of death
         • (0:01:00-0:05:00) Waves crashing onto shore, in black and white, showing scenes of the movie. Vietnam war, protests. 
           • • cinematic elements: blended with waves, black and white, makes it appear like the time has passed.
               • • From Europe (black), to America (white), demonstrates the regular connections between all people, leaving those we love.
             • camera movement: in the middle of the waves, seeming as though they are crashing into us.
             • costumes: Europe wearing black, America wearing white with gold background (look of promise and growth)
         • (0:53:05-0:58:05) Max walking up the steps, literally being dragged to the military. 
           • • wardrobe: being stripped to their underwear, vulnerability. Max is wrapped in plastic wrap and stamped like he is a package, not even a human.
             • actor movement: dancing was rigid, like the movement soldiers.
             • cinematic elements: characters being physically caged in these boxed, the men carrying the Lady of Liberty. The poster coming back to life. America being bigger than the entire land and palm trees.
             • script: Max named all these reasons why he couldn’t go in, yet the recruiter responds with “as long as you don’t have flat feet”
         • (1:27:26-1:32:35) From Lucy’s living room, to through the TV which is broadcasting events from the Vietnam War (no one realizing how dramatic the war really is, making small issues seem big)
           • • cinematic elements: from black and white to color, making the appearance seem like reality, having the solider sing with Jude; demonstrating how the connection between people. Strawberries being crushed, resemblance with blood and bombs. Blood spatter.
             • actor movement: on their knees, vulnerable and sadness for the fallen soldier. Jude with the solider, distraught.
             • camera movement: zoom out from the war scenes to the washing machine spinning

Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours

Total Time: 2 hours 20 minutes 

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)
   • Narrative
     • (52:59) “I have a meeting with Uncle Sam” foreshadows
     • (56:01) Max is asked why he can’t be in the military, the Sargent states “as long as you don’t have flat feet”
   • Camerawork: Angles, and Movements
     • (53:17) camera moves up from Max feet to whole body
     • (53:24) Camera movement: slow push into Max, w/ background it creates this center look at Max
     • (53:29) high angle on the posters, making the individual seem looming
     • (53:40) Camera is still while Max is being dragged away
   • Composition
   • Lens: Depth of Field
   • Mise-en-scene
     • Max is only wearing underwear, demonstrates the vulnerability while he is being physical placed into a box
     • (54:35) Boxes and small images of certain parts of individuals body, while they are being checked for eligibility for the military.
     • (55:13) The soldiers finish their examination, leaving the recruits to ground as the salute. The floor moves, moving them to their decisions.
   • Blocking / Position of characters
     • (53:22) Guards close doors on Max, “trapping” him
     • (53:30) Max being carried way by the guards
   • Acting/body language
     • (53:37) The poster’s hand grabs Max
     • rigid body movements
     • (53:42) Every time a person grabs his clothing, he is shocked. But the movements are smooth.
     • (53:53) All the soldiers turn to look at camera fiercely as it passes them
   • Acting style / method
     • (53:56) Max is confused while others understand why they are there
     • (54:58) Facial is implying that he is being forced to do those movements
   • Lighting / Cinema Lighting
     • (53:49) Warm white, low angle
   • Color scheme
     • the walls on first room are army green
   • Set/location/props
     • one tiny long room with an elevator type thing. Pulls Max along
     • (54:08) Boxes begin to fall, placing the recruitment with actual soldiers in one box. Physically trapping them.
   • Set design
     • (55:19) The set is land filled with palm trees, while the recruits are carrying the Statue of Liberty as they are bigger than the world.
   • Costume, hair, makeup, class, gender fabric, color
     • All the soldiers are wearing masks throughout the scene
     • All the soldiers are wearing clothing from top to bottom, while the recruits are only wearing underwear.
     • (56:02) Max is wrapped in plastic wrap and stamped as though he was mail
   • Sound Design
     • (54:05) Sound of soldiers marching as they dance
     • (55:19) Sounds of helicopters, signify war or battle.
   • Soundtrack/Score
     • (55:36) “She’s so heavy” to uphold
   • Editing
4. Research to support your notes (1 hour)
   • Re-read Criterion A (Cultural Context) Rubric
   1. • 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?
          • Historical context: Men needed for the Vietnam War through a lottery system, demonstrates the reason for protests during the time of Vietnam, 
            • To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
            • Draft 
            • Source 1 
            • Source 2
            • Protests
            • Source 1
            • Source 2
   • 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)
     • Historical context: Men needed for the Vietnam War through a lottery system, demonstrates the reason for protests during the time of Vietnam
       • • Draft 
           • Source 1 
           • Source 2

• • • • • Protests
          • Source 1
          • Source 2
    • Costume: demonstrates the vulnerability
    • Acting: rigid, seeming forced
    • Set design: blends with the military
    • Narration: hints to Uncle Sam; jokes
    • Sounds
    • Lighting: low lighting makes the scene more depressing

Compose A Rough Draft: 2 hours

Total Time:

start time: 9:40

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

Step 5 – Get Draft Peer Reviewed: 30 Minutes

Total Time:

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, 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:

1. Revise your draft (1 hour)

Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes

Total Time:

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

Step 8 – Finalize Paper and Cover Page: 15 Minutes

Total Time:

1. Clear cover page with the Title of 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:

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:

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

Text Analysis Guide (For your 5 Minute Scene)

TASK COMPONENTS (INQUIRY)	NOTES
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 storyExplain 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? Anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?
Cinema Photography
a) Camerawork – describe shots in specific termsShot 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) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.
c) Depth of FieldConsider 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 objectsIdentify 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, 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) LightingLow or high key. How does the director use light to focus our attention? Key, fill, and backlighting. What is the source of lighting in the context of the scene?
c) Color schemeHow 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/propsSet 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 upPeriod, 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 languageActing style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (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

External Assessment Criteria SL and HL

• Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF)

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 scripts for sale in Soho! #newyork #newyorkcity #nyc #movies” by Nat Ireland is licensed under CC BY-NC 2.0

Steps and Tasks

1. Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
2. Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
3. Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
4. Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
5. Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
6. Develop the main arguments you will make about your topic.
7. Collect evidence from the films that support your argument.
8. Research secondary sources for information that supports your argument.
9. Write your Narration and plan the audio-visual components of your video essay.
10. Record, assemble, and edit your Comparative Study Video Essay.
11. Create a Works Cited document (separately) once your Comparative Study is finished.

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
• Examine the CS Poster 1 (PDF)
• 
• Examine the CS Poster 2 (PDF)
• 
• Watch Garrett’s CS Example and Read Garrett’s Two Column Script
  • Notice the color designating justified film language elements
• Watch another example about South Korean New Wave
• Explore Mr. Le Duc’s Film Resources Page for Video Essays

Comparative Study Task Components

For this assessment task, each student identifies, selects, and researches each of the following task components.

1. TASK 1: One area of film focus.
2. 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.
3. 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

How much time did you spend:  10 minutes 

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
Little Women	2019, USA, Greta Gerwig
Romeo + Juliet	1996, USA, Baz Luhrmann
Titanic	1997, USA, James Cameron

2. Areas of FILM FOCUS

• Set a timer
• How much time did you spend:  15 Minutes  
• 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.
Genre – Romance Films	(Little Women, Titanic, Divergent) The films are based around the genre of romance, but both films contrast in story endings. With this film focus, the similarities between the films can be highlights, as well as the differences. – Little Women: conflicting relationship, other choices above romance – Titanic: making sacrifices for romance – Romeo + Juliet: family or love
Theory – Feminism	(Little Women, Titanic) The idea of feminism is brought up within both films. To highlight the use of feminism in a different plot and setting. – Little Women: Jo and Teddy (deciding between her ideals or a relationship) – Titanic: Rose standing up for herself
Theory – Marxism	(Little Women, Titanic) Little Women brings up the subject of poverty through the experiences of the sisters, whereas Titanic, mentions wealth through the two main characters and the actions they take about wealth.

3. Chosen CULTURAL CONTEXT

How much time did you spend:  10 minutes 

• 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.
Economic	Little Women discusses the wants of being wealthy through the sisters and their experiences. Titanic mentions wealth through the two contrasting characters. Having to decide between love or marrying wealthy. – Jack is poor, Rose is wealthy – Little Women: marry for money or marry for love, (for Jo: marry at all)
Historical	(Little Women, Titanic) Both films are presented during a different time period, compared to the twentieth century. – Little Women: middle of the civil war, feminism, – Titanic: 1900’s, wealth (marrying rich)

4. RESEARCH QUESTION Possibilities

• Set a timer
• How much time did you spend:  8 minutes 

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)
Romance Films (genre)	To what extent is romance the main focus to drive characters within romance films?
Feminism (theory)	To what extent is feminism the inspiration for the perspectives of the characters?
Marxism (theory)	To what extent does wealth drive the plot of the films?

5. Final Decisions

How much time did you spend:  4 Minutes  

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)
Romance Films (genre)	Little Women (2019)	Titanic (1997)	Social structure	To what extent is romance the main focus to drive characters within romance films?

6. Developing Your Topic

• Set a timer
• How much time did you spend:  22 minutes 

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.
Bringing “honor” to the family	– (Titanic) Rose having to marry to keep her family’s wealth –  (Little Women) Marry the richest man, have kids, don’t work
Standards for women	– To get married – Stay home, cook and clean – Not education needed
Standards on men —> women disagreeing	– Men would go to war while the women stayed home with the children – Men were expected to be wealthy

7. Selecting Supporting Evidence (Primary)

How much time did you spend:  45 minutes 

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.)
(Starting at 3:03)	– “…If the main character’s a girl, make sure she’s married by the end or dead” (Demonstrates how women were expected to marry in the beginning, conflicts with Jo and her wants) – “…until she marries someone unseemly wealthy, its up to me to keep the family up float” (Adds to Jo’s distaste of marriage, want for independence)
	– Compare to Meg in Little Women at the dance with Jack at the dinner (attempting to fit in as wealthy; demonstrates that romance isn’t the only drive for characters)
(Starting 1:09)	– Jo wanting to fight with the Union Army, explaining dislike of being a girl (demonstrates a new focus rather than love or marriage)
(1:30-2:01)	– Rose and her mother are left with nothing after her father’s death, the reason they are on the boat is to have Rose be married off -> Rose doesn’t care for that, she likes Jack – Compare with Amy who is meant to marry rich like her Aunt is telling her to
	– Rose states that the ship was bringing to America “in chains” (compare this with Jo and how she discusses the idea of marriage) – Niether Rose or Jo wanted to marry if it was not for love
	– In the beginning, for Jack, life was about living it to the fullest, not about love
	– Compare with when Jo first meets Laurie, the moment where ideals of life for Jack and Laurie shift (or when Amy first meets Teddy)
	– Ideals shift
	– Laurie is still heartbroken over Jo, demonstrating how even though he was wealthy, it still didn’t matter
	– Jo not wanting to fit with the social norms of society, having to be married off – For this character, love was not important
	– “girls want to see women be married” – (transition from beginning to end) Jo ends with her passion…
	– Even with the wants for her career and her family, Jo ignores her stuborness and focuses on love
	– Amy is told that she must marry wealthy to support the rest of her family (economics) – (Compare with titanic)
	– The aunt places being engaged above Amy’s wants and career
	– Love is the end result – Compare with Jo and Amy

*Add more rows as needed.

8. Selecting Supporting Evidence (Secondary)

• Set a timer
• How much time did you spend:  42 minutes

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.)
Movie Review: Titanic	– “The other message seems to be about love and happiness, which is clear when Rose, a “rich lady,” fell in love with Jack, a “poor young man.” She was more cheerful in a party with third class people than an aristocratic one” – ” There is no distinction between rich and poor people”
Social Inequality in the Titanic Movie Essay	–  ” If we use the conflict perspective to analyze the movie, it is easy to see that Rose and Jack come from different classes, which prevents them from being together; even even though they wish to leave their social difference behind, the low status of Jack prevents him from escaping, and he, along with many other lower-class passengers, dies in cold waters of the ocean. On the other hand, according to the interactionist perspective, both main characters do not keep to their social roles; however, they are still interacted with by the others as the carriers of those roles, and this fact eventually seals their fate”
Little Women brings modern feminism to a familiar story	–  “Meg struggles with the sacrifices that come with raising a family; Beth’s kindness is unwavering in the face of personal struggle; Amy’s ambition to leave her mark is a force to be reckoned with; Jo fights for her voice to be heard as a writer in a discipline dominated by men” (demonstrates the focuses that each character had)

*Add more rows as needed.

9. Writing Your Narration

• Set a timer
• How much time did you spend:  3 hours and 15 minutes 

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
  • in Celtx
  • in Google Docs (Tutorial) (2:00)
  • in Word (Tutorial)

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 list 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

• Thoroughly read and examine your work with the Comparative Study Rubric (PDF)

Peer Review Checklist

 

“books” by stebulus is licensed under CC BY 2.0

Your toughest work is defining what your work is! –  Peter Drucker

SUMMARY

This week I posted a sticky note for an idea on how to Demonstrate our GTD system for Mr. Le Duc’s class. I finished this blog.

CLASSROOM (THEORY & ANALYSIS)

An important idea for success in life is being able to “get things done”. We are only able to do this through planning, and actually taking the time to finish our projects or tasks that need to be finished in a timely manner. This is an idea that I personally connect with while managing online school, this year. It has become difficult to stay on task and finish my homework for the day. One of the issues that I struggle with is having to remember everything that I have due for the week, David Allen suggests to not keep everything in your head. I have adapted to pushing myself to write everything down, to ensure that I remember more important things. Another topic that Allen discussed was, every task that you are committed to finish, there is more than one step in order to finish it. That’s an obvious idea that just clicked in my head. It is simple to say “Oh, I have math homework”. But the idea of, how much is that homework? Should be the thing to keep in mind. It is reccomended to clarify the outcome of the assignment. Another interesting topic that was talked about was cleaning and clearing a work space that you use. Recently, I noticed how filled my planner and email were. I decided to start using sticky notes to point out important assignments for the week and for my email, I started to delete emails that were no longer important to me.

PRACTICE ROOM (TUTORIALS)

In this ‘room’ you are going to try Getting Things Done (GTD).

STEP 1: MAKE A LIST

• Math homework
• Duke application (writing supplementals)
• Rice University application
• Connect with counselor
• Film blog part 2
• Chemistry Lab
• History Notes
• Chemistry assignments

STEP 2: NOTICE WHAT YOU NOTICED

• Duke application (writing supplementals)
• Rice University application
• Connect with counselor
• Math homework
• Chemistry Lab
• Chemistry assignments
• Film blog part 2
• History Notes

STEP 3: SET A TIMER

1. Set a timer for your first task
   1. Decide how long you think it will take before you start
2. Start working
3. Repeat this process for 45 minutes for as many tasks as you can complete, then take a 15-minute break
   • Get up and get a drink of water
   • Get up and go for a walk
   • Every 20 minute blink your eyes 20 times while looking at least 20 feet away
     • This is good for your eyes

Start steps 1 through 3 again, repeat for your school day

OUTSIDE (PRODUCTIVITY & THE BRAIN)

• Set a timer
• Spend up to 20 minutes in this ‘room’
• Watch the first 30 seconds of this Oct. 2020 interview with David Allen (Video is below and to the left on the page)
  • Type your OSD email in to watch the video

Image from FastCompany Magazine, https://www.fastcompany.com/3026827/the-brain-hacks-top-founders-use-to-get-the-job-done

The GTD system can help you prioritize which tasks are most important and need to be completed, along with deciding the intention of each assignment. With this, you can reach towards blue and purple.

WHAT I LEARNED and PROBLEMS I SOLVED

I learned today that a GTD system can be benefitial because I am able to prioritize specific assignments which, as a result, would lesson the amount of stress I have in school. A problem I solved, as being able to clear up my planner which was once, very clustered and full.

 

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.”

“You can do anything, but not everything.”

― David Allen, (GTD) Getting Things Done for Teens: Take Control of Your Life in a Distracting World

SUMMARY

This week in film, I completed my previous Blog post and started making a film for my CAS experience.

PRACTICE ROOM (TUTORIALS)

• Set a timer
• Spend up to 60 minutes in this ‘room’
• Learn how to Access and Complete Curriculum at Sneakonthelot.com
  • 1 minute Le Duc Video Tutorial
• Complete…
  1. First Time User
  2. Introduction To Film

CLASSROOM (THEORY & ANALYSIS)

I have been starting to plan a film with another student, some nights I would have a random idea pop in my head. From Help Teens De-Stress With These ‘Getting Things Done’ Hacks, I decided to start writing ideas into “notes” in my phone. This allows me to capture ideas which develops my film, for a better end result. In the video, Getting Things Done (GTD) by David Allen – Animated Book Summary And Review, I thought it was interesting how Allen mentions forgetting a friends birthday. Last week, I realized that I was so busy and caught up in school that I even forgot my best friend’s birthday. From this, my calender has become very beneficial in my pursuit of lessening the amount of stress that I get from online school. With the steps of deciding which assignments to do, I noticed that the process of picking the assignments was most beneficial for success, was important for me. Recently, I decided that I wanted to focus more on college application compared to high school work since that was the most important and had the most impact.

LAB (THEORY PRACTICED)

• Set a timer
• Spend 15 minutes in this ‘room’
• Rewatch David explain ‘Maps’ from 19:57 to 21:16 of the video

Examine Two GTD Maps: Basic and Detailed

1. Detailed map by guccio@文房具社 icensed under CC BY-NC 2.0
2. Basic map from BiggerPlate.com embedded below

GTD-based Trusted System

Choice: Paper and pen or pencil

OUTSIDE (PRODUCTIVITY & THE BRAIN)

OPTIONAL EXERCISE

• Read Getting Things Done for Teens: Take Control of Your Life in a Distracting World by David Allen

STUDIO (CREATING MAPS)

• Set a timer
• Spend up to 15 minutes
• Then watch David Allen summarize the steps
  • “Very simple folks! …
    1. Just WRITE STUFF DOWN
    2. Decide the ACTIONS and OUTCOMES embedded in them
    3. Get yourself a MAP OF ALL THAT so you can step back and take a look at it.
    4. And then, basically, you USE THE MAP TO DECIDE, “OK, here’s the course that we’re going to go on.”
    5. 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.
    6. 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

WHAT I LEARNED and PROBLEMS I SOLVED

This week I learned that most students had the same GTD trust system as me, being writing down assignments in a planner and processing which assignments were due that specific day. The problem I solved was which assignments were most important for success.

What is Workflow?

Work•flow /ˈwərkflō/

“The sequence of industrial, administrative, or other processes through which a piece of work passes from initiation to completion.” – lexico.com

What is a quality workflow?  How do we develop it?  Below are elements of the production cycle that most creative people move through as they create something.  First, we must identify the stages of project production. What is each stage and what are the quality checks for each stage.  Read on and find out!

Stages of Creation Development

Inspiration

How do we find ideas to develop?

• To find ideas, we could watch highly rated films and/or communicate with one another about ideas that students may already have
• Watch movies -> Youtube research -> Articles -> Students
• If ideas are coherent and perform accordingly
• Students

Intention

How do we clarify our specific goal(s) for a project?

• Marking them down on Google Sheets
• Check in and remind ourselves of our goals
• If we achieved the goal
• Students and teacher

Pre-production

How can we brainwrite, brainstorm, storyboard, and plan our ideas at this phase?

• Breakout rooms to allow for communication, Google Docs
• Communicate at once and then divide into specific tasks
• If tasks were completed
• Students measure quality through if tasks were accomplished with the best effort

Production

How do we communicate with each other and execute our plan for this phase? This is where we actually make the project.

• Breakout rooms, text message, Google Docs, video calls, or in-person meet ups (taking precaution for Covid)
• Stay in communication and allow group members to know what each person has accomplished
• If roles were attempted and executed
• Student, group members, and teacher

Post-production

How do we communicate with each other and execute our final stages of the project for this phase? This is where we publish the project.

• Breakout rooms, text message, Google Docs, video calls, or in-person meet ups (taking precaution for Covid)
  • Sharing the film created to the group to allow ideas and changes
• Stay in communication and allow group members to examine work while commenting on any changes that need to be made
• If the film met with all required goals and skills
• Students and teacher

Presentation/Performance

How do we share our project with our learning community, advisory members, and the world?

• Zoom call or have a shared Google Drive
• Zoom call where advisory members can watch the films and communicate opinions or use Google Drive to allow for the members to watch the films beforehand and then comment on afterwards
• If projects can be shared and projects are high quality with the presentation
• Advisory members and non-group members

Feedback

How do we conduct a feedback session at the end of the project development cycle?

• Zoom call or Google Doc
  • Zoom call: advisory members communicate with students on progress and opinions
  • Google Docs: advisory members comment on progress and opinions through Docs
• If feedback is given
• Students and teacher

Picture of Harry Styles’ Concert:
https://www.pinterest.com/pin/853009985659243150/

Born: February 1, 1994, in Redditch, United Kingdom

Personal Success Definition

I define success as someone who is happy with their career path and with most of the decisions that they are making in life but also, to be able to care about other’s happiness as well.

Harry Styles has been able to create his own voice after the split of One Direction. Styles has gone on tour with only 10 songs to his name but was able to gain a lot of money from said tour. With that money, he donated $1.2 Million to multiple charities, according to Forbes. Not only that, but he has inspired many to express themselves and to be happier with the person that they are. As he once said “if you’re happy doing what you’re doing nobody can tell you you’re not successful…” on an interview with Apple Music.

Skills for Success

Harry Styles is 1) a singer, 2) confident, and 3) motivated. Harry Styles started out in a band before auditioning for X-Factor in 2010 then being placed within a band with four other musicians, forming One Direction. Styles was motivated to achieve his dream of doing what he loves, which is singing. Motivation enables Styles to push through stereotypes and impressions that many have of him.

How They Used These Skills

Challenges Overcome

Harry Styles had to overcome the stereotypes and imagine that was placed on him since the beginning of preforming on the X-Factor. There were many occurrences where paparazzi would shout cruel things towards Styles. He had to be motivated and push through those times. Thus, creating his own persona and motivating others to “treat people with kindess” (one of his popular sayings). Styles uses the negatives that he has dealt within the industry, to promote the idea of spreading love to strangers in every concert. One of his most common expressions on tour, “be whoever you want to be…”.

Significant Work

Harry Styles spends his time working with charities such as Lalela Project, as well as donating his own money or money gained from tours, multiple charities.

Resources

Include three resources in your entry, unless it is someone you know, then you can be the information source.

EXAMPLES:

https://en.wikipedia.org/wiki/Harry_Styles_(album)

https://www.thesun.co.uk/tvandshowbiz/1813109/watch-this-incredible-throwback-of-harry-styles-auditioning-on-x-factor-six-years-ago-today/

https://www.them.us/story/harry-styles-concerts-are-lgbtq-safe-spaces

https://www.mirror.co.uk/3am/celebrity-news/harry-styles-takes-time-out-5466180