A high school student has to pay their debt to a cheat dealer.
PROTAGONIST
They are simply an average person who lives in a nuclear family with no siblings, they aren’t particularly remarkable, they are just in over their head. They aren’t particularly knowledgeable and tend to be oblivious.
PROTANGIONST CORE WOUND / MOTIVATION
They want to end the constant harassment they face from the cheat dealer they are in debt to.
GENRE
Comedy/Crime
The Big Lebowski and Ed, Edd n Eddy
PLOT DESCRIPTION
The film starts with the protagonist receiving the answer key to their upcoming test from a man, the cheat dealer, in a dark ally. After they have aced the test, they receive messages from the cheat dealer demanding payment. Eventually, the dealer’s goons show up and bring the protagonist to the cheat dealer. The cheat dealer makes a deal with the protagonist, since they do not have the funds necessary to repay the dealer. The deal they make is that the protagonist will try to get the cheat dealer’s confiscated copy of Nintendogs back from the office. The protagonist goes through multiple failed plans before eventually securing what he thinks is the correct cartridge. They bring it to the cheat dealer, however it is revealed that what the protagonist got was not the correct game and the film ends there.
TREATMENT
This description helps the team build a better, more believable world The world is quite literally exactly like our own. The protagonist wears simple clothes, they enjoy bland things such as bird watching and rock collecting. They routinely eat bland food such as Saltines and they only drink Kirkland-brand water.
By January 13 as a part of team 5 and using How a Director Stages and Blocks a Scene as a guide as well as looking at the works of I will show evidence of blocking and decisions.
1:40 Shooting with 2 cameras at the same angle with different focal lengths is simpler than filming with 2 opposing angles and also simplifies continuity
5:08 Close up shots raise the intensity while farther away shots, for example medium, allow for a break in the intensity
7:48 Giving an actor a second objective, or “business”, makes the scene feel more natural and can help communicate the emotional states of the characters
8:27 Eye lines can be used to add more layers to visual story telling
14:45 In one shot scene, you should use blocking to create small “compositions” in order to replace the various shots
14:54 To demonstrate a power hierarchy between 2 characters, one could be shown leading the other
15:52 Lighting can also be used to demonstrate who has the power in a relationship between characters
17:52 A more spacious aspect ratio feels friendlier than ratios that are more tight
19:04 Reversing the blocking between characters shows change in character motivation
22:22 It is an unspoken rule in film that you should keep all of your angles on one side of an interaction between characters
24:06 The 180 degree serves as a way to keep the audience from being confused about character placement in the scene, however it can be broken without any drawbacks if visual cues are provided to give context
Project Timeline
Evidence of Team Planning and Decisions
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)
“Simple formative analysis of film elements, no matter how precise or insightful, won’t cut it which is why the research question needs to be crafted in such a way that it provides scope for theoretical and socio-historic exploration. It’s basically an EE in disguise but focusing on two very different textual sources.”
Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
Develop the main arguments you will make about your topic.
Collectevidence from the films that support your argument.
Researchsecondary sources for information that supports your argument.
Write your Narration and plan the audio-visual components of your video essay.
Record, assemble, and edit your Comparative Study Video Essay.
Create a Works Cited document (separately) once your Comparative Study is finished.
Comparative Study Task Components
For this assessment task, each student identifies, selects, and researches each of the following task components.
TASK 1: One area of film focus.
TASK 2: Two films for comparison from within the chosen area of film focus, one of which originates from a contrasting time (historical) or space (geographical) to the personal context of the student, and the other film identified for comparison must arise from a contrasting cultural context to the first film. Students are required to select films they have not previously studied in depth. The selected films cannot come from the prescribed list of film texts provided for the textual analysis assessment task and, once selected, the films cannot be used by the student in any other assessment task for the DP film course or the extended essay.
TASK 3: A clearly defined topic for a recorded multimedia comparative study, which links both the selected films and the identified area of film focus. Each student should invest time in researching, developing, and honingtheir topic (which in most cases is likely to be expressed in the form of a research question) to ensure it is clear, focused and concise, in order to provide them with the maximum potential for success in this task. The topic should seek to enrich the student’s understanding of the chosen area of film focus and should avoid a plot-driven approach to the comparison.
The assessment criteria for this task requires students to provide a strong justification for the choice of task components as part of the recorded multimedia comparative study. This includes the student’s justification for how films arise from contrasting cultural contexts.
1. FILM Choices List
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
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.
Sci-fi Comedy
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).
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?
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)
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.
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?
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?
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?
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:
When Mookie and Sal are opposed the camera cuts between them, however when there is a double shot they are no longer in a state of conflict. During the double shot, the camera is at a low angle, which allows to see the entirety of both Sal and Mookie. This helps the viewer see the whole picture of the situation.
“Simple formative analysis of film elements, no matter how precise or insightful, won’t cut it which is why the research question needs to be crafted in such a way that it provides scope for theoretical and socio-historic exploration. It’s basically an EE in disguise but focusing on two very different textual sources.”
Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
Develop the main arguments you will make about your topic.
Collectevidence from the films that support your argument.
Researchsecondary sources for information that supports your argument.
Write your Narration and plan the audio-visual components of your video essay.
Record, assemble, and edit your Comparative Study Video Essay.
Create a Works Cited document (separately) once your Comparative Study is finished.
Comparative Study Task Components
For this assessment task, each student identifies, selects, and researches each of the following task components.
TASK 1: One area of film focus.
TASK 2: Two films for comparison from within the chosen area of film focus, one of which originates from a contrasting time (historical) or space (geographical) to the personal context of the student, and the other film identified for comparison must arise from a contrasting cultural context to the first film. Students are required to select films they have not previously studied in depth. The selected films cannot come from the prescribed list of film texts provided for the textual analysis assessment task and, once selected, the films cannot be used by the student in any other assessment task for the DP film course or the extended essay.
TASK 3: A clearly defined topic for a recorded multimedia comparative study, which links both the selected films and the identified area of film focus. Each student should invest time in researching, developing, and honingtheir topic (which in most cases is likely to be expressed in the form of a research question) to ensure it is clear, focused and concise, in order to provide them with the maximum potential for success in this task. The topic should seek to enrich the student’s understanding of the chosen area of film focus and should avoid a plot-driven approach to the comparison.
The assessment criteria for this task requires students to provide a strong justification for the choice of task components as part of the recorded multimedia comparative study. This includes the student’s justification for how films arise from contrasting cultural contexts.
1. FILM Choices List
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
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).
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?
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)
By May 10th, as a part of team 1, I will used screenwriting beats that end therefore and but, not and then, to raise tension in the script by using “How to Write a Screenplay,” as a training resource.
PRE-PRODUCTION – INQUIRY
Leader(s) in the Field / Exemplary Work(s)
Stanley Kubrick was a director, writer, and cinematographer who worked on many renowned films throughout the 20th century. Most of the films he wrote directed featured some sort of narration at the start.
Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)
I showed creativity by thinking of the idea for the film.
Ways of Working (Communication & Collaboration)
I communicated and collaborated by working with my teammates to change and improve the script on set.
Tools for Working (Info & Media Literacy)
I showed media literacy by studying a scene from the Look-See and implementing the strong points of that scene into my own.
Ways of Living in the World (Life & Career)
I can use some of the communication skills I learned from this session in future endeavors.
Reactions to the Final Version
Tim: “Each scene lends itself to eeriness, comedy, or both.”
Merja: “The minimal dialogue made the film creepy in a good way.”
Self-Evaluation of Final Version
Our film was simple because it has an easy premise to understand and a story that’s easy to follow. Our film is unexpected because it has odd, stand out scenes, such as the fingernail scene. Our story is emotional because it evokes laughter and an eerie feeling in the audience. Our has story because the Community Killer has the goal of killing the community, which drives all the events that take place in the film.
