DP+Film+NG

=Sample Site= Componen ts Comparative Study. The topic for the comparative study should be a well-formulated question, like a thesis for an essay. Teachers should spend time challenging students to revise, improve and refocus their topics to ensure that the topics are feasible and specific enough to ensure success as assessment tasks. Take a look at the fabricated samples – how might these have benefitted from more clearly articulated topic questions?  Although film elements are not specifically mentioned in the preamble to this assessment task, it should be understood that most students will discuss these in the analysis of the two films and in articulating how they compare and contrast.

If you have already taught IB Film's Independent Study in the previous guide, be aware that this task is not a replacement for the IS. While students may be tempted to approach this task as a documentary (using clips from interviews and numerous other films), they should be reminded that ‘the primary weight of audio-visual evidence must come from the two chosen films and the student’s recorded voice’ (p.53).

One of the biggest challenges for students is going to be consistently referencing their sources throughout the comparative study. As this is a research task it is imperative that academic honesty practices are adhered to (see on-screen citation section on p.54). Think about possible methods of citing on screen at the point of reference

Year One of this course should provide students with a broad understanding of the landscape of film across time and space, to enable them to identify areas of interest and awareness of genres, movements and theories that have dominated the field. This could be viewed as a subway map of film, where teachers identify specific stops along the way that student may wish to explore in more depth through their comparative study.

A great resource to look at during the session as a way of considering how to compare and contrast two films in a comparative study is Whiplash vs Blackswan. https://www.youtube.com/watch?time_continue=1&v=ba-CB6wVuvQ What else would be needed to make this appropriate for the comparative study task? Lots more examples like this can be found on the Lessons from the Screenplay channel.

The comparative study will be submitted to the IB as one video file and the list of sources as one PDF.

The relevant section of the Coursework authentication form (CAF) must be completed for each student in this assessment task.

Textual Analysis

The first list of prescribed films for the new course will be released in September 2017 and will follow the first cohort of students for 2 years (for assessment in 2019). The second list of prescribed films will be released in Sept 2018 for first assessment in 2020, and so on. It should be noted, however, that 2 lists will be released in 2017 – one for the new course (lasting 2 years) and one for the remaining year of the current course (assessing in 2018).

I just submitted the new list this week:)

Some great resources to support teaching in this area can be found on the Every Frame a Painting YouTube channel - and the Lessons from the Screenplay channel.

This assessment task will be submitted online as a single PDF file.

<span style="color: #333333; font-family: Arial,Verdana,Helvetica,sans-serif;">Please be aware of the the Coursework Authentication Form (CAF), as without this paperwork (completed by the teacher) students will not be able to be assessed for film. This form is already on the OCC for the new course.

<span style="color: #333333; font-family: Arial,Verdana,Helvetica,sans-serif;">These sample contain drawings instead of screenshots. This is due to copyright issues. I had some art students at my school create thee. You wil

=<span style="color: #333333; font-family: Arial,Verdana,Helvetica,sans-serif;">Teacher Support Material = https://ibpublishing.ibo.org/proof/apps/dpapp/tsm-toc.html?doc=d_6_filmx_gui_1702_1_e

=New Guide= https://ibpublishing.ibo.org/proof/apps/dpapp/index.html?doc=d_6_filmx_gui_1702_1_e&part=1&chapter=1

=Meeting Form=

=Organization= By film movements, genres or historical periods: Year 1 – Reading film and contextualizing film in (as examples) silent film, Soviet montage, German Expressionism, film noir, Hollywood studio films. Plus exploring film production roles. Year 2 – Reading film and contextualizing film in (as examples) Italian neo-realism, French New Wave, westerns, science fiction, indie films. Plus exploring film production roles and/or collaboratively producing film. = =