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Summary
A guide to planning, researching, and creating your Film Comparative Study
- Follow the directions for each step below
- Include for your work where it is required
Student Work
- Justin’s Post, Script, and Draft Video Essay
- Neil’s Post, Script, and Draft Video Essay
- Satchel’s Post, Script, and Draft Video Essay
- Dexter’s Post, Script, and Draft Video Essay
- Sam’s Post, Script, and Draft Video Essay
- Jadee’s Post, Script, and Draft Video Essay
- Laari’s Post, Script, and Draft Video Essay
Guidance for Your Work
“Simple formative analysis of film elements, no matter how precise or insightful, won’t cut it which is why the research question needs to be crafted in such a way that it provides scope for theoretical and socio-historic exploration. It’s basically an EE in disguise but focusing on two very different textual sources.”
- Thoroughly read the Comparative Study requirements in IB Film Guide PDF (including rubrics)
- Watch Mr. Le Duc’s CS Overview Video
- Watch Garrett’s CS Example and Read Garrett’s Two Column Script
- Notice the color designating justified film language elements
- 3 More Examples and Scoring Guides
- Explore the CHS Library: capital.osd.wednet.edu/academics/library
- Explore The Moving Image Source Research Guide: www.movingimagesource.us
- The Moving Image Source Research Guide is a gateway to the best online resources related to film, television, and digital media
- Explore Mr. Le Duc’s Film Resources Page for Video Essays
- Examine the CS Poster 1 (PDF)
- Examine the CS Poster 2 (PDF)
Steps and Tasks
- Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
- Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
- Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
- Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
- Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
- Develop the main arguments you will make about your topic.
- Collect evidence from the films that support your argument.
- Research secondary sources for information that supports your argument.
- Write your Narration and plan the audio-visual components of your video essay.
- Record, assemble, and edit your Comparative Study Video Essay.
- Create a Works Cited document (separately) once your Comparative Study is finished.
Comparative Study Task Components
For this assessment task, each student identifies, selects, and researches each of the following task components.
- TASK 1: One area of film focus.
- TASK 2: Two films for comparison from within the chosen area of film focus, one of which originates from a contrasting time (historical) or space (geographical) to the personal context of the student, and the other film identified for comparison must arise from a contrasting cultural context to the first film. Students are required to select films they have not previously studied in depth. The selected films cannot come from the prescribed list of film texts provided for the textual analysis assessment task and, once selected, the films cannot be used by the student in any other assessment task for the DP film course or the extended essay.
- TASK 3: A clearly defined topic for a recorded multimedia comparative study, which links both the selected films and the identified area of film focus. Each student should invest time in researching, developing, and honing their topic (which in most cases is likely to be expressed in the form of a research question) to ensure it is clear, focused and concise, in order to provide them with the maximum potential for success in this task. The topic should seek to enrich the student’s understanding of the chosen area of film focus and should avoid a plot-driven approach to the comparison.
The assessment criteria for this task requires students to provide a strong justification for the choice of task components as part of the recorded multimedia comparative study. This includes the student’s justification for how films arise from contrasting cultural contexts.
1. FILM Choices List
- Set a timer
- How much time did you spend: ?
| Which films are you considering for your final Comparative Study? List as many as you wish below as part of an initial brainstorm. Remember that you must select TWO films from contrasting cultural contexts for this task.e.g. CITIZEN KANE | Year, Country, and Director of the film.e.g. 1941, USA, Dir: Orson Welles |
| 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
10. Assembling the Comparative Study
- Set a timer
- How much time did you spend: ?
Now you will collect all media resources needed for the task and construct your video essay.
REQUIRED STEPS
- Import the digital copy of your chosen films into editing software
- Identify and extract chosen scenes and clips
- Place and edit clips into a rough timeline for your video essay
- Record audio narration (both partners should participate in narrating this practice task)
into an audio file using recording equipment (Zoom recorders, iPhone, DSLR Rode video
mic, etc.) - Import your recorded narration audio file into your project timeline
- Assemble, edit and fine-tune clips and narration until your video essay takes shape
- Create and add any required textual information in the timeline (including black slate at the start)
- Audio mixing of narration and movie clips (adjust levels so that narration and movie sounds complement each other)
- Export the final video essay movie file
- Upload Unlisted draft to YouTube for peer review
11. Create Works Cited
- Set a timer
- How much time did you spend: ?
- Create Works Cited document separately (Google Doc)
Examples of Possible Task Components
| Area of film focus | Film 1 | Film 2 | A possible topic for comparative study |
| Film movement: German Expressionism | The Cabinet of Dr. Caligari (1920) | Edward Scissorhands (1990) | How and with what effect are specific film elements of German expressionism used within a chosen contemporary film? |
| Film movement: French New Wave | Breathless (1960) | Badlands (1973) | The influence of the French New Wave on New Hollywood’s use of innovative film elements in its representation of youth and violence. |
| Film genre and film style: Black comedy | No. 3 (1997) | The Big Lebowski (1998) | To what extent do “black comedy” films differ according to cultural context? |
| Film theory: Soviet Montage | Battleship Potemkin (1925) | Koyaanisqatsi (1982) | To what extent are specific features of Soviet montage theory faithfully employed in a contemporary experimental film? |
External Assessment Criteria SL and HL
Peer Review Checklist
| TASK COMPONENTS (ACTION) | Notes / Suggestions | |
| __ | Assemble Findings | |
| __ | Develop a personal and critically reflective perspective | |
| __ | Identify and gather appropriate audio-visual material to support the study | |
| SCREENPLAY | ||
| __ | Justify the chosen topic and selected films | |
| __ | Make sure that the text is in a formal academic register (can be in the 1st person) | |
| __ | The balance between visual and spoken elements | |
| __ | Make clear reference to your sources as on-screen citations (text on-screen) | |
| __ | Make sure the primary weight of evidence for the study from the two chosen films | |
| __ | Make sure each film is given equal consideration | |
| __ | Make sure film language information is communicated clearly throughout (avoid “to be” verbs – make statements like “blah is this.”) | |
| __ | Make sure information is communicated logically rooted in film language | |
| __ | Have another student highlight the WHAT WHY HOW in your draft screenplay | |
| VIDEO ESSAY | ||
| __ | Recorded voice and edited commentary numerous times until happy with the material | |
| __ | Make sure your name and the school’s name ARE NOT IN THE ESSAY | |
| __ | Make sure to have 10-second title card with:1. Area of film 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 | |
