“camera” by Plastic_Bat is licensed under CC BY-NC-ND 2.0.

• IF YOU NEED HELP, WATCH MR. LE DUC’s BLOG POST TUTORIAL
• COPY AND PASTE THIS BLOG POST TEMPLATE INTO A NEW BLOG POST in YOUR BLOG
• TITLE THIS BLOG POST: Session # Year # Production Project, and REPLACE THE #’s
• LEAVE THE ONLY THE UPPERCASE HEADINGS IN THIS BLOG POST
  • DELETE ALL OF MR. LE DUC’s INSTRUCTIONS, AFTER COMPLETING THEM
• REMOVE THE WORD TEMPLATE v.4 FROM THE TITLE in YOUR BLOG POST
• PLACE A CREATIVE COMMONS IMAGE RELATED TO THE PROJECT FROM OPENVERSE.ORG AT THE TOP OF THE POST
  • WATCH MR. LE DUC IMAGE PLACEMENT TUTORIAL FROM INSIDE EDUBLOGS
• FOLLOW THE DIRECTIONS IN THE:
  • (FILM, GAME, ROCK) Storytelling Production Project Form.v4
    • (FILM, GAME, ROCK) Storytelling Production Project Form.v4 (PDF)
    • Remember that a paper copy is in your team folder
    • Remember to look at both sides to better understand how to complete the work
• REVIEW THESE POST EXAMPLES FOR GUIDANCE:
  • Jack’s post (Film)
  • Mike’s post (Game)
  • Connor’s post (Rock)
• USE THE PTS, CLASS PROJECT TRACKING SHEET, FOR SOME CONTENT BELOW
• REFERENCE YOUR TEAM’s FORMS, IF THAT HELPS
  • Team Planning Forms
  • Team Presentation Forms
  • Task Time Team Form
• DELETE ALL OF MR. LE DUC’s INSTRUCTIONS DETAILED ABOVE AFTER COMPLETING THEM

SUMMARY – Due Sept. 27

ROLE

Director

INTENTION (SMART GOAL) FOR THE SESSION

By Nov. 15, as part of TEAM 3, I will have evidence of creating tension and fear through directing by following 7 Horror Movie Tricks Used To Scare You | Movies Insider for Session 2.

PRE-PRODUCTION – INQUIRY – Due Oct. 3

LEADER(S) IN THE FIELD / EXEMPLARY WORK(S)

PRIMARY SOURCE

I chose this source due to Peele’s reputation as one of the best horror directors with films of his like Nope.

SECONDARY SOURCE

I chose this secondary source as it gives a deeper dive into Peele’s process of making horror films.

TRAINING SOURCE(S)

• 0:10 Shot compositions with lots of empty space create stress for viewers
• 1:13 Sub-base sounds create greater fear
• 1:24 Sub-base sounds can be fealt throughout body due to vibrations
• 3:48 Horror movies intentionally break rule of thirds to create greater discomfort for audience.
• 5:01 When shots are filled fear can be intensified especially in climactic scenes
• 5:24 Using this pattern of showing the onser can increase fear
• 5:42 The tighter the shot the harder it is to see what’s happening
• 6:04 Keep audiences confused by using camera focus
• 6:24 Shallow focus is when aperature of lense all the way open
• 7:20 Dark Voyier used as framing device in horror

PROJECT TIMELINE

PRE-PRODUCTION MILESTONES

• Watch directing tutorials
• Read script
• Collaborate with team on plot
• Help storyboard

PRODUCTION MILESTONES

• Scout locations
• Direct filming
• Check blocking on set

POST-PRODUCTION MILESTONES

• Comunicate with editor
• Make sure all footage is uploaded and accounted for
• Watch final film

PROPOSED BUDGET

800$ Including cast, crew, props, and gas.

EVIDENCE OF TEAM PLANNING AND DECISIONS

PRODUCTION – ACTION – Due Oct.11

THE (FILM, SOUND, or GAME)

Embed or link the final version of the film, game, or song from your Google Drive (FILM & ROCK) or itch.io (GAME). Make sure it is publicly viewable. Write a descriptive sentence about the embedded or linked project above.

SKILLS COMMENTARY

Link the team slideshow with your role, SMART Goal, and evidence of your SMART Goal for this session. Write a sentence about your role in the slideshow and creative and technical contributions to the project.

POST-PRODUCTION – REFLECTION – Due Oct. 18

21st CENTURY SKILLS

WAYS OF THINKING (CREATIVITY, INNOVATION, CRITICAL THINKING, PROBLEM SOLVING)

How did you grow in these areas during this project? Pick one and explain.

WAYS OF WORKING (COMMUNICATION & COLLABORATION)

How did you grow in these areas during this project? Pick one and explain.

TOOLS FOR WORKING (INFO & MEDIA LITERACY)

How did you grow in these areas during this project? Pick one and explain.

WAYS OF LIVING IN THE WORLD (LIFE & CAREER)

How did you grow in these areas during this project? Pick one and explain.

REACTIONS TO THE FINAL VERSION

Place at least one comment from the PEER review and cite the student’s first name. Place at least one comment from the ADVISOR review and cite the student’s first name.

SELF-REFLECTION

Pick one of these types of reflection; action points, evaluative, intentional, or retrospective, state which one you picked, and write your reflection here…

GRAMMAR AND SPELLING

Place the name of the grammar and spelling tool you used to create this blog post.

EDITOR

Name the person who reviewed your blog post for grammar and spelling issues. First name only. DID YOU DELETE ALL OF MR. LE DUC’s INSTRUCTIONS ABOVE? <— DELETE THIS INSTRUCTION, TOO 🙂 !!!

• TITLE THIS BLOG POST: IB Comparative Study Worksheet 2020-21
• IF YOU WANT, PLACE A CREATIVE COMMONS IMAGE RELATED TO THE FILM FROM SEARCH.CREATIVECOMMONS.ORG AT THE TOP OF THE POST
  • WATCH MR. LE DUC IMAGE PLACEMENT TUTORIAL
• DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS DETAILED ABOVE

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

Summary

A guide to planning, researching, and creating your Film Comparative Study

• Follow the directions for each step below
• Include for your work where it is required

Student Work

• Justin’s Post, Script, and Draft Video Essay
• Neil’s Post, Script, and Draft Video Essay
• Satchel’s Post, Script, and Draft Video Essay
• Dexter’s Post, Script, and Draft Video Essay
• Sam’s Post, Script, and Draft Video Essay
• Jadee’s Post, Script, and Draft Video Essay
• Laari’s Post, Script, and Draft Video Essay

Guidance for Your Work

https://youtube.com/watch?v=5GVyf2UDWsc%3Ffeature%3Doembed

https://youtube.com/watch?v=F24rKFVlB2Q%3Ffeature%3Doembed

“Simple formative analysis of film elements, no matter how precise or insightful, won’t cut it which is why the research question needs to be crafted in such a way that it provides scope for theoretical and socio-historic exploration. It’s basically an EE in disguise but focusing on two very different textual sources.”

• Thoroughly read the Comparative Study requirements in IB Film Guide PDF (including rubrics)
• Watch Mr. Le Duc’s CS Overview Video
• Watch Garrett’s CS Example and Read Garrett’s Two Column Script
  • Notice the color designating justified film language elements
• 3 More Examples and Scoring Guides
  • Comparative Study #1  sources  score
  • Comparative Study #2  sources  score
  • Comparative Study #3  sources  score
• Explore the CHS Library: capital.osd.wednet.edu/academics/library
• Explore The Moving Image Source Research Guide: www.movingimagesource.us
  • The Moving Image Source Research Guide is a gateway to the best online resources related to film, television, and digital media
• Explore Mr. Le Duc’s Film Resources Page for Video Essays
• Examine the CS Poster 1 (PDF)
• Examine the CS Poster 2 (PDF)

Steps and Tasks

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.

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

• 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
Mean Girls	Mark Waters, 2004, United States
Mean Firls (2024)	Samantha Jayne & Arturo Perez Jr, 2024, United States
ghost world lady bird heathers

2. Areas of FILM FOCUS

• Set a timer
• How much time did you spend:  ? 
• Research Film Movements
• Research Film Genres
• Research Film Style (the difference between genre and film style defined)
• Research Film Theory
• See the Examples of Possible Task Components section further down this document

Film Focus Possibility – identify the broad focus area and then add specifics (e.g. “THEORY – Auteur theory” or “GENRE – Horror”). Develop at least THREE options…you can create more by adding more rows.	Justification for this Film Focus. Be as specific as possible.
Genre: Teen Comedy	Both films follow the same plot of a girl entering a new enviroment and learning to adapt to high school and the world of mean girls.
Genre: Coming of age	Spirited Away (2001) and Inside Out (2014) follow the plot of a young girl moving and learning to embrace themselves by not forgetting or expressing there emotions. They are both animated films with Inside Out being American and 3d while Spirited Away is Japanese and 2d. The films use

3. Chosen CULTURAL CONTEXT

• Set a timer
• How much time did you spend:  ? 

For this assessment task, “cultural context” involves consideration of some of the following factors, some of which may be blended (such as socioeconomic factors).

• Economic, Geographical, Historical, Institutional, Political, Social, Technological

Identify at least TWO Cultural Context possibilities for your chosen films.	Justification for this Cultural Context. Be as specific as possible.
Social/Technology?	Mean Girls (2004) was released during the turn of the milenium. The world was drastically changing and the collection of knowledge was rapidly increasing but their was still a more traditional way of schooling and life due to the lack of true “smart phones”. Mean Girls (2024) being a remake of the same film but set in modern time rapidly alters the film through modern technology, and the rapid dispertion of information. Seperate from the scripts of the films the modern film has a much quicker pace showing off flashy visuals to keep the viewer engaged. In the modern era due to things such as tik tok our modern attention span is drastically depleting. By examing films such as Means girls and their remakes we can see the cange in the culture surrounding the teen comedy and film in general.
Social:	Spirited Away was released in 2001 Japan (more research) when one could easily lose themselves in the world.

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)
Genre: Teen Comedy	How have weakened modern attention spans altered the teen comedy genre?
Genre: Coming of Age	How has the coming of age genre been used to convey themes of ones true self in contrast to societal expectations?

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.
3d 2d animation	2d animation used in sprited away to greater use of formalism while in inside out 3d animation is used to conform to western cultural ideals citing less formilism. Both films break their chosen animation medians though through different scenes. This is often done to increase tension and cause greater impact o the audience. In Inside Out when the characters are crossing Abstract Thought they slowly delve into 2d characters econstructing. In sprited away 3d/ cg is used sparingly, but largely for important scenes such as when chirhrio is diving through the water ….. These deconstructions of the median greater the use of formilism in both films detracting from their realism. These uses of cross animation style are largely used as world builders of these films. Having these extra shots or scenes with the different median application often doesn’t benfit the plot, but benifets the imersion an understanding of the world. The abstract thought scene in inside Out for example while largely not contributing to the overarching story adds another layer to Rileys complex mind. Spirited Away uses a similar approach as Inside Out when it comes to scenes that while not benefitting the overall plot add to the world and themes. This is shown through things such as waling scene… tak about how go from place to place
charcter growth expressing self	Both Inside Out and Spirited Away center around common themes of growing up, and the struggles with that. Through this ideas of identity are brought up in contrast to a percieved societal norm. In the United States being happy is a key cultural value, as people are expected and in ways forced to be happy. By having Riley and Joy express there sadness over her life is Riley only then able to move on and grow. The film uses color theory to express ideas of film formilism through both the memory dumps and Rileys clothes. Inside Out is a very bright color full movie that nearing the end of the film is plunged into a grey color both indie and outside of Rileys mind. THroughout the begining of inside out both the characters and world is largely shown in bright welcoming colors. Memories orbs have a whimsy to them that expresses a sense of joy while Riley herself consistently wheres bright clothing to math her feelings. SLowly throughout the film the colors become more and more saturated transitioning into in some scenes being largely grey scale. This is to show Rileys descent from a “quote on quote happy child to a depressed emotionless person, due to the constraint on Sadnnes. Riley clothes specifically are dreary and dark showing her depressed state. This is shown in the mind dump scene also where we see Joy sitting in a see of forgotten grey memories. This deathly atmosphere to emulate the lack of emotion Riley is facing, as the color in the film is only reignited not by Joy, but by sadness. Spirite Away uses color to express the whimsy of its world, and uses it to show similar themes of identity, but also accentuate the cultural context around capitalism in Spirited Away. When Chihiro is brought into the world of the spirits bright colors are used to represent the whimsy and magesty of this new world. These bright colors are buetifull, a depict a world that follows formilism film ideals. These colors altero with Chihiros identity as the film progresses. In the main with lady’s room harsh colors of red and gold are used bombarding the viewer. These show a capitalistic view on society focused on wealth and greed, which encapsulates the witch. Here Chirhiro is in the thick of her job and is loosing sense of her self and what makes her her, lost to instead to 90s Japanses consumerism ideals. By working with the spirits to help them and her family is she able to reach a new point of identity, one where she is more confident and sure of her ideals. This is demonstrated when she visits Granny, Ubabas twin. Here the colors are more neutral and calming, demonstrating a sense of content and calm. This is done as here a sense of love I formed between the characters, as they have all helped and taken care of each other through these hardships. Chihiro reaches a state of her identity that she is

7. Selecting Supporting Evidence (Primary)

• Set a timer
• How much time did you spend:  ? 

Identify at least 15 scenes from your chosen films that will help support the arguments you have outlined above. Screen clip a frame from each scene below.	Write notes about how this scene helps support your argument. (These notes will help form your voice-over narration.)

*Add more rows as needed.

8. Selecting Supporting Evidence (Secondary)

• Set a timer
• How much time did you spend:  ? 

Identify at least 3-5 secondary sources (articles, books, websites, video essays, etc.) which provide information that help support your arguments being made. In this column include the specific source citations.	Summarize the detailed information from the secondary source that you can use in this column. (You can copy+paste if they are from online sources.)

*Add more rows as needed.

9. Writing Your Narration

• Set a timer
• How much time did you spend on the first draft: ? 
• How much time did you spend on the final draft: ? 

Using the information, scene choices, and external sources you have compiled in steps 6-8, you will now write your voiceover narration and match it up to your chosen visual examples.

Length (</= 10 Minutes)

• For the final Comparative Study, your narration should be no longer than 10 minutes in length.

Remember that you need to:

• COMPARE and CONTRAST your two chosen film using the arguments and evidence you identified in parts 6-8, above
• Begin your narration with a detailed justification for the chosen cultural contrast
• Use an equal balance of the two selected films.
• Write in a third-person voice to construct your argument (similar in tone to your Extended Essay and other
  comparative analytical work you have written in Film class).
• Identify where any WRITTEN TEXT will appear on the screen and highlight this (to reference during the
  creation/editing stage)

Which Visual Evidence/Scenes line up to this part of the narration?	Voiceover Narration Ideas

Formatting Guidelines

• Watch the Formatting of an Audio/Video Script in Celtx
• Assemble in Two-Column AV Format in an option below
  • 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 document separately (Google Doc)

Examples of Possible Task Components

Area of film focus	Film 1	Film 2	A possible topic for comparative study
Film movement: German Expressionism	The Cabinet of Dr. Caligari (1920)	Edward Scissorhands (1990)	How and with what effect are specific film elements of German expressionism used within a chosen contemporary film?
Film movement: French New Wave	Breathless (1960)	Badlands (1973)	The influence of the French New Wave on New Hollywood’s use of innovative film elements in its representation of youth and violence.
Film genre and film style: Black comedy	No. 3 (1997)	The Big Lebowski (1998)	To what extent do “black comedy” films differ according to cultural context?
Film theory: Soviet Montage	Battleship Potemkin (1925)	Koyaanisqatsi (1982)	To what extent are specific features of Soviet montage theory faithfully employed in a contemporary experimental film?

External Assessment Criteria SL and HL

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

Peer Review Checklist

TASK COMPONENTS (ACTION)		Notes / Suggestions
__	Assemble Findings
__	Develop a personal and critically reflective perspective
__	Identify and gather appropriate audio-visual material to support the study
	SCREENPLAY
__	Justify the chosen topic and selected films
__	Make sure that the text is in a formal academic register (can be in the 1st person)
__	The balance between visual and spoken elements
__	Make clear reference to your sources as on-screen citations (text on-screen)
__	Make sure the primary weight of evidence for the study from the two chosen films
__	Make sure each film is given equal consideration
__	Make sure film language information is communicated clearly throughout (avoid “to be” verbs – make statements like “blah is this.”)
__	Make sure information is communicated logically rooted in film language
__	Have another student highlight the WHAT WHY HOW in your draft screenplay
	VIDEO ESSAY
__	Recorded voice and edited commentary numerous times until happy with the material
__	Make sure your name and the school’s name ARE NOT IN THE ESSAY
__	Make sure to have 10-second title card with:1. Area of film focus2. Titles of the two films for comparison3. The chosen topic
__	Include breaks in your recorded commentary to enable other audio-visual material included in the study to be clearly heard (if needed)
__	Make sure film clip length matches points being made
__	Make sure still images have citations on-screen if you have them
__	Make sure text on-screen is legible and spelled correctly
__	Make sure information is communicated audibly (levels are good for all sound)
__	Make sure information is communicated visually appropriate manner
__	Make sure background music is from Creative Commons and is cited
__	Make sure edits are clean
__	Make sure the presentation is 10 minutes maximum, including title card and credits
__	Make sure two films are listed in sources

El Día de los Muertos es una celebración en México que celebra el regresar de las ánimas de la familia y amigos de las personas en México. La celebración es una combinación de las culturas de nativo, Espana culturas, y cristianismo.

En gran parte el Día de los Muertos es celebrado en la más indigena parte de México. Este consiste de Oaxaca, La Ciudada de México, Michoacán, y otros lugares. En cambio otros lugares celebran el Día de los Muertos pero para este blog la atención sería en Oaxaca.

Oaxaca es un estado al sur de México que tiene un rico cultura de Día de los Muertos. Oaxaca tiene un increíble Día de los Muertos porque de la diversidad en Oaxaca. Oaxaca es el estado con la mayor lenguajes y diversidad en México. Esto es porque Oaxaca está en una región con muchas montañas que hacía muchos grupos de indígenas aislados de la cultura de España.

En el día de hoy, Día de los Muertos se celebra mucho en Oaxaca con diferentes tradiciones. Una tradición es la alternos con ofrendas. Personas hacen ofrendas con diferentes cosas. Las flores, específicamente el cempasúchil con el color naranja es muy importante. La comida es también importante para las ofrendas. Pan de muerto es un pan con huesos diseños. Para esta tradición familias hacen la comida favoritos de la muerte con el pan de muerto y usando para un ofrenda. 

Durante el año pasado mi amigo Judah fue a Oaxaca durante el Día de los Muertos. Él me dijo que la fiesta fue increíble. Durante las visitas el comía mucha buena comida, hablo a personas, y miraba la cultura. El viaje y la información en mi clase de español me hace querer ir a Oaxaca para el Día de los Muertos. 

En mi clase de español hacemos alteras para una persona muerta. Por tres años he hecho estos alteros con personas famosas o personas de mi familia. Para el año pasado hice un altero de mi gran tía que fue muy bonita y triste.

El Día de los Muertos es una celebración hermosa en México y una increíble parte de la cultura.

Sources

https://culturestraveled.com/oaxaca-day-of-the-dead/ https://rutopia.com/tradiciones-conmemorativas-del-dia-de-muertos-oaxaca/ 

https://www.oaxacaeatsfoodtours.com/blog/10-fascinating-facts-about-oaxaca/#:~:text=Oaxaca%20is%20the%20most%20ethnically%20and%20linguistically%20diverse%20state%20in%20M%C3%A9xico.&text=Of%20the%20570%20municipalities%20in,of%20them%20are%20predominantly%20indigenous. 

https://rutopia.com/tradiciones-conmemorativas-del-dia-de-muertos-oaxaca/

https://www.history.com/topics/halloween/day-of-the-dead

Role

Sound Designer

Intention (SMART Goal) for the Session

By Oct 11, as part of TEAM 3, I will have evidence of recording audio by following Recording Sound for Film by Session 1.

PRE-PRODUCTION – INQUIRY – Due Oct. 3

LEADER(S) IN THE FIELD / EXEMPLARY WORK(S)

Primary Source

https://www.youtube.com/watch?v=So0nmciiFJg

I chose this source due to Ben Burt’s prestigious filmography and his skill at making sound effects.

Secondary Source

https://www.youtube.com/watch?v=bF12uhlT6ZM

This secondary source shows more examples of Ben Burt’s creative sound design techniques that allow for a more fleshed-out immersive film.

TRAINING SOURCE(S)

https://youtu.be/6fSlQ1tRMrE?feature=shared

Embed your training source from YOUR SMART GOAL linked in the PTS, Project Tracking Sheet. Take notes and link back to time stamps within the video. Watch Mr. Le Duc’s Linked Notes Video, if you need help

• 2:08 Scout locations
• 2:29 Shotgun no more than 3 feet away from the subject
• 4:51 Audio peaks watched to make sure it does not peek
• 5:22 Room tone captured by using audio of set
• 6:05 Point mic at same spot normal scene recorded for room tone
• 8:06 Be aware of reverb
• 9:12 Use furneys to dampen reverb
• 10:08 When filming in car point mic away from engine
• 11:47 To avoid wind noises use a blimp
• 11:54 Deadcat is a furry covering for a boom mic

PROJECT TIMELINE

Pre-production Milestones

• Design sound
• Storyboard sound
• Collaborate with teammates on sound

Production Milestones

• Record on set audio
• Record Room Tone
• Record Sound Effects
• Record Dialogue

Post-production Milestones

• Compose/get music
• Layer sound effects with editor
• Export sound effects

PROPOSED BUDGET

https://docs.google.com/spreadsheets/d/13UNmz8aDffmAeVgKC3m6PKhihbPQSuEjTFIE3IoA-48/edit?usp=sharing

EVIDENCE OF TEAM PLANNING AND DECISIONS

PRODUCTION – ACTION – Due Oct.11

THE (FILM, SOUND, or GAME)

https://drive.google.com/file/d/1ZIMoJ63ovCxiLgvtuTwOVfuT5ZwY6TYA/view?usp=sharing

Throughout this film I worked on creating dynamic sound and audio while collaborating with musicians.

SKILLS COMMENTARY

https://docs.google.com/presentation/d/18IHbafMtoOJ6xIZHCiP9ZhBlvoIEQJ48flUKPzCV7qs/edit?usp=sharing

I contributed to this project by helping record numerous sound effects while collaborating with teammates and musicians to formulate a soundtrack for the film .

POST-PRODUCTION – REFLECTION – Due Oct. 18

21st CENTURY SKILLS

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Throughout this project, I was creative through my use of different techniques to create sound effects. These included stepping on a pile of leaves for footsteps and slamming two books together to make a gunshot sound.

Ways of Working (Communication & Collaboration)

I grew my skills in collaboration throughout this film by collaborating with multiple musicians and teammates to find a soundtrack that would fit the mood and setting of the film.

Tools for Working (Info & Media Literacy)

I grew my media literacy by examining classic westerns and their correlating soundtracks in order to take inspiration for our own film.

Ways of Living in the World (Life & Career)

I grew in my life and career skills by deepening my collaboration/teamwork abilities when faced with a complex project.

REACTIONS TO THE FINAL VERSION

Micah said that not using a boom mic was noticable and hurt the film but overall the audio was good.

SELF-REFLECTION

Retrospective

Throughout the production of this film I was able to learn how to use an audio deck along with other sound equipment. This allowed me to better my sound design skills so that in future sessions i can better help and contribute.

GRAMMAR AND SPELLING

Grammarly

EDITOR

Carly

• TITLE THIS BLOG POST: IB Text Analysis: NAME OF FILM
• DELETE ALL OF MR. LE DUC’s ALL UPPERCASE INSTRUCTIONS

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

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

(Pick ONLY One for your TA)

Past Sample Student Work

Pan’s Labyrinth

• Neil’s Post
• Dexter’s Post
• Sam’s Post (She completed the work a little differently)

13.5 Hours To Complete

• Please track how long it took you for each stage

Step 1 – Preparation: Spend 2 Hours

Total Time:

Date Complete: 

• Thoroughly read the TA requirements in IB Film Guide PDF (including rubrics) (15 minutes)
• Review the TA Task Details
  • Clear cover page with the Title of the Film & Timecode (5-minute film extract)
  • Sans serif 12 point font
  • In-text citations
  • List of all sources
  • The textual analysis (1,750 words maximum) is intended to be a formalist exercise rather than a thesis-driven
    essay.
  • The focus of the work should be on how meaning is conveyed through the use of film elements in
    the chosen film text, with consideration of the cultural context of the film and communicated through the
    use of relevant and accurate film vocabulary common to the study of film and appropriate for film analysis.
  • In this task, the examiner is looking for evidence of the extent to which the student is able to demonstrate an
    understanding of:
    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) – Used in Peer Review, too
• Explore the CHS Library: capital.osd.wednet.edu/academics/library (5 minutes)
• Explore The Moving Image Source Research Guide: www.movingimagesource.us (5 minutes)
  • The Moving Image Source Research Guide is a gateway to the best online resources related to film, television, and digital media
• Explore Mr. Le Duc’s Film Resources Page (5 minutes)
• Examine the TA Poster 1 (PDF) (5 minutes)
• Examine the TA Poster 2 (PDF) (5 minutes)

Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours

Total Time:

Date Complete: 

The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.

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)
   • Narrative (Le Duc will fix this link)
   • Camerawork: Angles, and Movements
   • Composition
   • Lens: Depth of Field (Le Duc will fix this link)
   • Mise-en-scene
   • Blocking / Position of characters
   • Acting/body language
   • Acting style / method
   • Lighting / Cinema Lighting
   • Color scheme
   • Set/location/props
   • Set design
   • Costume, hair, makeup, class, gender fabric, color
   • Sound Design
   • Soundtrack/Score
   • Editing
4. Research to support your notes (1 hour)
   • Re-read Criterion A (Cultural Context) Rubric
   • 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-readCriterion 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. WatchMr. 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)	NOTESWRITE 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	45:02 – 50:02
PART 1 –  The film, your scene, why it is of interest, and how your scene relates to the whole film.	This scene exemplifies the Farewells focus on western vs eastern culture, while highlighting Billies internal struggle with the lie against her Grandma.
Brief Summary of ExpositionWriter, 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 scene opens with Billie in bed as bird stand in her window sill. It concludes with Nai Nai sitting alone coughing at the doctors.
The Rationale for Selection – relation to the entire movieWhy is it interesting and why does this scene best illustrate the themes of the whole movie?	This scene illustrates the numerous themes that are prevalent throughout the Farewell by showing Billies internal conflict over the lie. This is done through specific scenes such as the umbrella flipping along with her arguing with the doctor. It also relates back to the movie’s theme of eastern vs western.
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? Is anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?	Grandma talking about marriage while others talking about grandma
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?	Wide shots in begining
b) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.	trees, Nai Nai alone, wide shots of umbrella scene
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.	Generally flat, background used in tree scene
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, 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.	Solitude space when Nai Nai in chair alone Intamancy in doctor room Distat shot during umbrella to show chaos? Talking over Nai Nai in doctors
b) LightingLow 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?	Low light, moody light
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)	Dim colors except umbrellas
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?	Trees
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.	Nai Nai hospital garments
f) Acting/body languageActing 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.	Stressed urgent Angry argumnetitive but sad acting
Sound – watch scene w/o pictureLive sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate.	Distant arguing umbrella scene Hospital background noise and car noises grandmas cough just being noise Different languages?
MusicIs the music telling you what to feel?  Music can be used as a counterpoint to the action.	Dramatic music orchestral in umbrella scene
EditingEllipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes,  matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts.
Part 3: Analyzing the Film as a Product
Sociocultural ContextIn what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?	Talk modern China does this do to belief of cancer not killing the knowing Killin, others job to take burden
Target AudienceTeens/adults or male/female age group, college education art crowd, liberal, conservative, Christian	Teens/ adults American and chinese
Generic Expectationshttp://www.filmsite.org/filmgenres.html Also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes	Drama/Comedy
ThemesMan V Man, or one of the others, is this film an allegory?	Wrifhtg more Person v Society Society v Society
Motifs/SymbolsWhat specific devices support your definition of the theme? Look for recurring elements.	Bird, umbrellas, rain,
Film CriticismBoth 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

• 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

It is hard to find a person as hardworking and kind as Jack. For the past year, Jack was the editor for our film team. He was constantly able to meet deadlines and finish editing even against harsh time constraints while being kind and communicative. Even when the rest of our team struggled, Jack would be calm and help us get back on track. Whether Jack is working on a team or at a job I know he will do incredible.

SUMMARY

Role

Cinematographer

Intention (SMART Goal) for the Session

By May 10, as part of TEAM 4 as Cinematographer, I will have evidence of handheld camera movement by following Handheld Camera Movement for Session 5.

PRE-PRODUCTION – INQUIRY

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

Primary Source

Secondary Source

The reason I chose this clip from Evil Dead 2 is due to the exceptional camera work. The fluidity and dynamics of the movement are unparalleled by many films and make the film truly feel like a rollercoaster. The use of a handheld camera specifically is even more impressive and is something I am using as an example while heading into this session.

Training Source(s)

1. 3:01 Push Forward

2. 3:30 Pull out

3. 4:14 The Track

4. 5:09 The Tracking Pan

5. 6:00 The Dutch ‘Spin’

6. 6:40 Push into Focus

7. 8:37 Follow Over Shoulder

8. 9:30 Tracking Backwards

9. 10:13 Whip Pan

10. 10:49 Object Tracking

Project Timeline

Pre-production Milestones

• Complete Pre-Production Blog Post
• Complete storyboard
• Finish script

Production Milestones

• Film all shots
• Complete reshoots
• Edit story as needed

Post-production

• Edit film
• Finish post-production blog post
• Complete film

Proposed Budget

Budget

Evidence of Team Planning and Decisions

Place screenshots of the following…

https://docs.google.com/presentation/d/1QZaP2iRnTizw2cubkF2y6nAPPmFBf72UGK9wvZ8EkaA/edit?usp=sharing

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

https://drive.google.com/file/d/1TgPwbyM8K8rM8iZYDTRqFGq7A4gMBvX3/view?usp=drive_link

Skills Commentary

https://docs.google.com/presentation/d/1RV3x0aJe08omjQWbZ1vNPTDoYVCUfEm19CEbZZMtqio/edit?usp=sharing

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

Throughout this film, I was creative through my use of different cinematography styles and movements. This allowed me to use problem-solving skills when we had to use lighting with complex shots. Through this, I believe I was a critical thinker.

Ways of Working (Communication & Collaboration)

During this film, I used communication and collaboration with the whole team to help create an organized coherent group. Whether this was through communicating scheduling conflicts or changes in the scripts and/or shots, collaboration was key for our team.

Tools for Working (Info & Media Literacy)

By using the information given to me by my teammates about scheduling and equipment we were able to craft a film while being informed on the state of the production.

Ways of Living in the World (Life & Career)

This film production helped me with numerous skills that will translate into my future life and career. Time management and scheduling specifically were at the forefront of this film and allowed me to grow to become a more organized person.

Reactions to the Final Version

Jimmie: Jimmie said that he found the handheld fight scene shots to be “very effective” but that we should work on the composition of the shots.

Audrey: Audrey liked “the pacing of it” but felt that the transitions between scenes could be better.

Self-Evaluation of Final Version

In retrospect, I am very happy with how we constructed our film. Even with all the scheduling issues I still feel as if we were able to create a fun film that can be enjoyed by many. Our team was able to create a great workflow and environment that truly helped us make a film that I am overall very happy with.

Grammar and Spelling

Grammarly

Editor

LOGLINE

A person fights social media to get work done.

PROTAGONIST 

• A person addicted to social media fights their rapidly piling up work.

PROTANGIONST CORE WOUND / MOTIVATION 

• The protagonist is behind on work.

GENRE

• Drama
• Aberration

INFLUENCES and EXAMPLES

• Yorgos Lanthimos

PLOT DESCRIPTION (FILM)

• The film begins with our characters on their phone with pounds of work surrounding them. They continue to scroll on their phone as the work continuously piles up. Finally, they put their phone down and get to work.
  • yes

TREATMENT (FILM)

• The world of this film will be dreary and dark, to express the emotions of the characters at the time. Their wardrobe will also express this with generally darker colors. However, when they begin to get their work done the light will intensify freeing the world of the darkness.

SUMMARY

By March 1, as part of Team 4 as Cinematographer, I will have evidence of Exposing Film by following How to Expose Properly for Session 4. I did this by making a film that largely lacks moments of odd exposure and/or lighting. By putting in hard work and effort I could generally make a good-looking film.

Role

Cinematographer

Intention (SMART Goal) for the Session

By March 1, as part of Team 4 as Cinematographer, I will have evidence of Exposing Film by following How to Expose Properly for Session 4.4.

PRE-PRODUCTION – INQUIRY

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

Primary Source

Secondary Source

Training Source(s)

Project Timeline

N/A

Proposed Budget

N/A

Evidence of Team Planning and Decisions

https://docs.google.com/presentation/d/1dTL3umgpypNshCoGkwZLAWs_vQ051Y6KS-aKN-pji7o/edit?usp=sharing

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

https://drive.google.com/file/d/13B5tWXzYxUIRePBAgT-P5Nu06MaUnDjL/view?usp=sharing

An ambitious heist goes array.

Skills Commentary

https://docs.google.com/presentation/d/1A7ttAXjYHIIOVZldpLrsK8XKe6oc4KpxD8_JPq2pY4w/edit?usp=sharing

My name is Carlson and I was the cinematographer who focused on exposure.

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

I have grown through my ways of problem-solving in multiple ways. This includes how when our audio got corrupted I was able to adapt and quickly reshoot the scene to be just as good as the original.

Ways of Working (Communication & Collaboration)

I was a collaborator and communicator throughout our whole filming process. This was mainly based on my collaboration with my film team and all our different jobs, to make a cohesive film.

Tools for Working (Info & Media Literacy)

I used information and media literacy throughout our film to create an easy production process. By having the info on when everyone was available to film, and what our schedule was we were able to make a complete film.

Ways of Living in the World (Life & Career)

I developed life and career skills throughout everything surrounding this film. Deadlines, organization, and collaboration, all were vital to having our team be a coherent group. These life and career skills will benefit me later on and help our film now.

Reactions to the Final Version

Sawyer: “The film could have been slightly longer”. This is good to take into consideration but with a few more heist scenes our film could have felt more full.

James: “The montage was really good.” This while not a critic is good to consider in the process of our film as it shows that our work did pay off.

Self-Evaluation of Final Version

In retrospect, I am very pleased with our film. We had a very smooth route to the completion of this project, and I feel as if that is all based on our team’s coherency as a group. This project allowed us to streamline our workflow which makes me very excited for our next film.

Grammar and Spelling

Grammarly

Editor

John

SUMMARY

Role

Cinematographer

Intention (SMART Goal)

By Jan. 12, as the cinematographer for TEAM 4, I will learn to incorporate dynamic shots into our film, by following Creating Stable Camera Movements for session 3.

PRE-PRODUCTION – INQUIRY

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

Rina Yang is a modern cinematographer working her way to becoming a household name. She works on using dynamic cinematography that mimics the real world. This is shown through her modern style of striving not for perfection, but for the beauty of the shots. Often she works not for a clearer image, but rather for a clearer grasp of the film. Ideally,, I could incorporate some of her style into our film.

Training Source(s)

1.1:07 Use a camera strap to create extra stability.

2.1:12 Turn on camera stabilization.

3.1:20 Use the side lung to create camera stability for a slide.

4.1:35 Pull focus mid-lung to add a cool effect.

5.1:47 Use the jib shot to create an upward stable motion.

6.2:27 Use the parallax lunge to create a steady sideways movement.

7.2:06 Use post stabilization in Premiere Pro.

8.2:49 Use the push-forward technique with a lung.

9.3:05 Rotate the camera smoothly with the neck strap to get an immersive effect.

10.3:09 Use grid/rule of thirds.

Project Timeline

1. Discuss possible ideas.

2.Create Storyboard.

3.Write Script.

4.Film test shoots.

5.Edit and practice color grading test shoots.

6.Film our film.

7.Review shots.

8.Re-film some shots.

9.Edit our film.

10.Present our film.

Proposed Budget

• Sample Budget Form: https://docs.google.com/spreadsheets/d/143eKdoAAOTW292T49M72S6vKjTwR9HhH3BLy2ljHHY8/edit#gid=0

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.

PRODUCTION – ACTION

The (FILM, SOUND, or GAME Creation)

https://drive.google.com/file/d/1IWK_RhC8Yr4-uUqUuNLOhmsln7MRbKBG/view?usp=sharing

Skills Commentary

https://docs.google.com/presentation/d/1dx9gUAQhyZ-1UudV08PPavNrP8ug0nfylBUzNRkF_I0/edit#slide=id.p

POST-PRODUCTION – REFLECTION

21st Century Skills

Ways of Thinking (Creativity, Innovation, Critical Thinking, Problem Solving)

I was a creative thinker through our location scouting and use of the PAC, a location we would normally not have access to. This new location allowed more space to create dynamic camera shots and movements.

Ways of Working (Communication & Collaboration)

I communicated thoroughly with my team about my absences and how they were unfortunately extended. This allowed me to use communication skills online with my ever-changing.

Tools for Working (Info & Media Literacy)

I used information to construct the preproduction of our film so that we would have a smooth production. This was done by researching our ideas and planning thoroughly before production.

Ways of Living in the World (Life & Career)

Reactions to the Final Version

James Clark: James found are pacing and dialogue to be very good as it flowed naturally while simultaneously moving the film along. This is a strength that I am proud are film met.

Self-Evaluation of Final Version

Overall I am thrilled with our finished project. The dialogue and the choreography allowed a dynamic sharp film that was very good. I do wish I had been present for more of the filming, as this would have allowed for more flexibility in filming, and the allowance of me to be involved. Overall I am overjoyed with the end product of this film and how well its plot flowed.

Grammar and Spelling

Grammarly

Editor

Audrey