Film Guide - City University Of New York
Diploma Programme Film guide First assessment 2010
Diploma Programme Film guide First assessment 2010
Diploma Programme Film guide Published March 2008 Updated November 2008, February 2012, February 2013 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: 44 29 2054 7777 Fax: 44 29 2054 7778 Website: http://www.ibo.org International Baccalaureate Organization 2008 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: 44 29 2054 7746 Fax: 44 29 2054 7779 Email: sales@ibo.org Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire 651
IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. International Baccalaureate Organization 2007
Contents Introduction 1 Technical requirements for this course 1 Purpose of this document 2 The Diploma Programme 3 Nature of the subject 5 Aims 9 Assessment objectives 10 Assessment objectives in practice 11 Syllabus 13 Syllabus outline 13 Approaches to the teaching of film 14 Syllabus content 17 Assessment 20 Assessment in the Diploma Programme 20 Assessment outline—SL 22 Assessment outline—HL 23 External assessment 24 Internal assessment 33 Appendices 45 Glossary Film guide 45
Introduction Technical requirements for this course Any school undertaking the Diploma Programme film course must ensure they have the necessary technical equipment and instructor expertise to meet the course aims, objectives and assessment requirements as described in this guide. Failure to ensure this will result in problematic assessment material and could lead to students not receiving grades for this subject or their final diploma. Film guide 1
Introduction Purpose of this document This publication is intended to guide the planning, teaching and assessment of the subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the guide to inform students and parents about the subject. This guide can be found on the subject page of the online curriculum centre (OCC) at http://occ.ibo.org, a password-protected IB website designed to support IB teachers. It can also be purchased from the IB store at http://store.ibo.org. Additional resources Additional publications such as teacher support materials, subject reports, internal assessment guidance and grade descriptors can also be found on the OCC. Specimen and past examination papers as well as markschemes can be purchased from the IB store. Teachers are encouraged to check the OCC for additional resources created or used by other teachers. Teachers can provide details of useful resources, for example: websites, books, videos, journals or teaching ideas. First assessment 2010 2 Film guide
Introduction The Diploma Programme The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. The Diploma Programme hexagon The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a broad range of academic areas. Students study: two modern languages (or a modern language and a classical language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university. Film guide 3
The Diploma Programme Choosing the right combination Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL. At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course, students’ abilities are measured by means of external assessment. Many subjects contain some element of coursework assessed by teachers. The course is available for examinations in English, French and Spanish. The core of the hexagon All Diploma Programme students participate in the three course requirements that make up the core of the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme. The theory of knowledge course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. The extended essay, a substantial piece of writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves. It also encourages them to develop the skills of independent research that will be expected at university. Creativity, action, service involves students in experiential learning through a range of artistic, sporting, physical and service activities. The IB mission statement and the IB learner profile The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need to fulfill the aims of the IB, as expressed in the organization’s mission statement and the learner profile. Teaching and learning in the Diploma Programme represent the reality in daily practice of the organization’s educational philosophy. 4 Film guide
Introduction Nature of the subject Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film. Distinction between SL and HL Although the standard level (SL) and higher level (HL) syllabus outlines share elements, there is a clear distinction between both the explicit and implicit demands at these levels. Through a variety of teaching approaches, including the construction and deconstruction of film texts, all students, whether SL or HL, are encouraged to develop their creative and critical abilities and to enhance their appreciation and enjoyment of film. The differentials between SL and HL are both quantitative and qualitative. The nature of the course enables HL students to develop creative skills, theoretical understanding and textual analysis more fully. An HL student should display a continuous resolve of personal challenge and a sustained engagement with the ideas, practices and concepts encountered within the course over the extended learning time available. An HL student has extra time for these encounters, extra time to reflect and to record evidence of growth. It is understood that ensuing developments may be only partially evident within the framework of the assessment process. Film guide 5
Nature of the subject Course requirements Syllabus component SL HL Textual analysis Study one extract, of approximately 5 minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as a whole Study one extract, of approximately 5 minutes, from a prescribed film and offer a detailed textual analysis of the extract within the context of the film as whole Film theory and history Study of at least two films from more than one country Study of at least four films from more than one country Creative process (Film production) Create and produce an original film as part of a team or as an individual 1. Create and produce an original film as part of a team or as an individual 2. Create an individual trailer for the film production Assessment requirements Assessment component SL HL Independent study Rationale, script and annotated list of sources for a documentary production of 8–10 pages Rationale, script and annotated list of sources for a documentary production of 12–15 pages Presentation An oral presentation of a detailed textual analysis of an extract from a prescribed film of up to a maximum of 10 minutes An oral presentation of a detailed textual analysis of an extract from a prescribed film of up to a maximum of 15 minutes One completed film project of 4–5 minutes including titles One completed film project of 6–7 minutes including titles External assessment Internal assessment Film production An associated trailer of 40–60 seconds Documentation in relation to the film production Rationale of no more than 100 words Written commentary of no more than 1,200 words Rationale for film of no more than 100 words Rationale for trailer of no more than 100 words Written commentary of no more than 1,750 words External assessment criteria 6 Independent study Individual SL markband descriptors Individual HL markband descriptors Presentation Individual SL markband descriptors Individual HL markband descriptors Film guide
Nature of the subject Internal assessment criteria Production portfolio Five assessment criteria: Five assessment criteria: (Film productions and supporting written documentation) A—Planning and research A—Planning and research B—Reflection and evaluation B—Reflection and evaluation C—Professional and technical skills C—Professional and technical skills D—Effective use of film language D—Effective use of film language E—Originality and creativity E—Originality and creativity Prior learning The IB film course recognizes that all students come to the course with previously acquired knowledge and experience in a wide range of areas. Indeed, the integration of this “personal backpack” into the two-year learning journey is a fundamental element considered in the construction of an IB film course. However, access to the course does not depend upon prior learning in film. Since the course is designed to enable a student personally to experience film, growth in the discipline is reflected in how that student develops, extends and refines the knowledge, skills and attitudes necessary for the pursuance of the art form. This individual perspective is reflected in the criterion-based approach to assessment that allows students to calibrate their own personal development over the two years. Students’ individual ability to be creative, imaginative and to communicate in film form is challenged and extended through the theoretical and practical content of the course. The IB film course presents a relevant learning opportunity for a diverse range of students as it lays an appropriate foundation for further study in film and other related subjects. In addition, by instilling discipline, honing group skills and refining communication tools, the IB film course offers a valuable course of study for students who may wish to follow other fields in tertiary education or other career pathways. Links to the Middle Years Programme Film within the Diploma Programme builds upon some of the conceptual areas and skills within the arts as outlined in the Middle Years Programme (MYP). Learning processes and outcomes, such as working cooperatively, identifying and discussing issues, providing insights, opinions, solutions and resolutions to problems undertaken through the MYP arts course, are addressed within the Diploma Programme film course but in appropriate ways set out in the Diploma Programme subject guide. The film course naturally extends the fundamental concepts within the MYP such as holistic learning, intercultural awareness, communication, creativity and the use of appropriate and developing technology. The arts in the MYP prepare the students for the Diploma Programme film course by: giving them an understanding of the importance of evaluating and reflecting upon the processes of creativity and the ability to evaluate finished products developing the attitudes and approaches necessary to understanding, appreciating and exploring a variety of forms, practices and traditions with meaning, integrity and sensitivity. Film guide 7
Nature of the subject Film and theory of knowledge Group 6 subjects, collectively known as the arts, study the various artistic lenses through which knowledge, skills and attitudes from different cultural traditions are developed, assimilated and transmitted. As well as studying the disciplines of the art form, the arts investigate and reflect upon the complexities of the human condition. Through exploration of a range of materials and technologies, the student seeks ways to develop an understanding of the technical, creative, expressive and communicative aspects of the art. In group 6 subjects, artistic knowledge is analysed from various perspectives, and students acquire knowledge through experiential means as well as more traditional academic methods. The nature of the arts is such that exploration of the general areas of knowledge and knowledge of the art form itself fuse to offer a conceptual lens to help us to understand ourselves, our patterns of behaviour, and how we relate to each other and our wider environment. Within group 6, subjects complement the theory of knowledge ethos by revealing and exploring interdisciplinary connections and exposing the strengths and limitations of individual and cultural perspectives. Study in the arts requires students to reflect on and question their own bases of knowledge in a holistic fashion. Through artistic exploration across the Diploma Programme hexagon, students gain an understanding of the interdependent nature of knowledge, and are encouraged to become, as the IB mission statement intends, “active, compassionate and lifelong learners who understand that other people, with their differences, can also be right”. During the course in film, the following questions will enable students to reflect critically upon the various ways of knowing and on the methods used in group 6 to approach these questions. Why are the arts important? What do the subjects that make up the arts have in common? What are the roles of emotion and reason in the arts? To what extent do the other hexagon subjects have artistic qualities? What are the standards by which we judge art? How can we justify them? What moral responsibilities does the artist have? Are they any different to any other “knower”? What is the function of film: to capture a perception of reality, to teach or uplift the mind, to express emotion, to create beauty, to bind a community or to praise a spiritual power? How are ethics involved in the study of film? Does the film artist carry any moral or ethical responsibility? When and how do ethical standards change? How do we gain knowledge through the study of film? Is this knowledge of a universal nature or is it too heavily embedded in cultural factors? To what extent does film instruct, educate or entertain? To what extent does the study of film teach us more about ourselves, our place in our own society and culture, and/or our relationship with other societies and cultures? 8 Film guide
Introduction Aims Group 6 aims The aims of all subjects in group 6, the arts are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. Film aims The film course at SL and HL aims to develop in students the skills necessary to achieve creative and critical independence in their knowledge, experience and enjoyment of film. The aims are to promote: 7. an appreciation and understanding of film as a complex art form 8. an ability to formulate stories and ideas in film terms 9. the practical and technical skills of production 10. critical evaluation of film productions by the student and by others 11. a knowledge of film-making traditions in more than one country. Film guide 9
Introduction Assessment objectives Having followed the film course at SL or HL, students are expected to demonstrate: 1. an understanding of the variety of ways in which film creates meaning 2. an understanding and effective use of appropriate film language 3. originality and creativity in developing an idea through the various stages of film-making, from conception to finished production 4. technical skills and an appropriate use of available technology 5. the ability to draw together knowledge, skills, research and experience, and apply them analytically to evaluate film texts 6. a critical understanding of the historical, theoretical, sociocultural, economic and institutional contexts of film in more than one country 7. the ability to research, plan and organize working processes 8. the ability to reflect upon and evaluate film production processes and completed film texts. Please note that the term “film texts” includes films and television programmes. 10 Film guide
Introduction Assessment objectives in practice Assessment objective Which component addresses this assessment objective? An understanding of the variety of ways in which film creates meaning Independent study—film theory and/or history Presentation—textual analysis and film theory and/or history An understanding and effective use of appropriate film language How is the assessment objective addressed? Independent study—HL and SL, relevant to all markbands Presentation—HL and SL, relevant to all markbands Production portfolio—creative process: techniques and organization of production Production portfolio— within assessment criteria B and E and relevant to all markbands at HL and SL Independent study—film theory and/or history Presentation—textual analysis and film theory and/or history Independent study—HL and SL, relevant to all markbands Presentation—HL and SL, relevant to all markbands Production portfolio—creative process: techniques and organization of production Production portfolio— within assessment criterion D and relevant to all markbands at HL and SL Originality and creativity in developing an idea through the various stages of film-making, from conception to finished production Production portfolio—creative process: techniques and organization of production Production portfolio— within assessment criterion E and relevant to all markbands at HL and SL Technical skills and an appropriate use of available technology Production portfolio—creative process: techniques and organization of production Production portfolio— within assessment criterion C and relevant to all markbands at HL and SL The ability to draw together knowledge, skills, research and experience, and apply them analytically to evaluate film texts Independent study—film theory and/or history Presentation—textual analysis and film theory and/or history Independent study—HL and SL, relevant to all markbands Presentation—HL and SL, relevant to all markbands Film guide 11
Assessment objectives in practice Independent study— rationale, script and annotated sources, film theory and/or history Independent study—HL and SL, relevant to all markbands Presentation—HL and SL, relevant to all markbands Production portfolio— written documentation Production portfolio— within assessment criterion A and relevant to all markbands at HL and SL Production portfolio— written documentation Presentation—textual analysis and film theory and/or history Production portfolio— within assessment criterion B and relevant to all markbands at HL and SL Presentation—HL and SL, relevant to all markbands A critical understanding of the historical, theoretical, sociocultural, economic and institutional contexts of film in more than one country Presentation—textual analysis and film theory and/or history The ability to research, plan and organize working processes The ability to reflect upon and evaluate film production processes and completed film texts 12 Film guide
Syllabus Syllabus outline Syllabus component Part 1: Textual analysis Teaching hours SL HL 37.5 60 37.5 60 75 120 150 240 The detailed study of film sequences. Part 2: Film theory and history The study of films and film-making traditions from more than one country. Part 3: Creative process—techniques and organization of production The development of creative, analytical and production skills within film-making. Total teaching hours Film guide 13
Syllabus Approaches to the teaching of film Teachers should discuss the relevant sections of the guide with students throughout the course in order to underline the nature of film as a powerful medium of communication and entertainment, and as an art form in its own right. Although the subject content is divided into three compulsory sections—textual analysis, film theory and history, and creative process—these are inextricably interwoven throughout the processes of teaching this course. Textual analysis informs the understanding of films from familiar and unfamiliar cultures, as does the study of film theory and history. Textual analysis and film theory and history enhance the development of creative, analytic and production skills within film-making. Therefore, the recommended hours for each section should be interpreted with sufficient flexibility to allow integration of the sections. While the syllabus outlines certain formal requirements of study, the flexibility of the film course allows for a variety of approaches and teaching styles. The study of the course enables interconnections of the various components of the course. Exercises in textual analysis in preparation for the presentation lead students to develop skills in how to construct meaning in their own productions. Textual analyses of other students’ production exercises feed back into the students’ own evaluations and practice for the presentations. Study of the films from other cultures in class prepares students for the independent study; considering the working practices and aesthetics of film-makers should enhance students’ own productions as well as enhancing skills of textual analysis. During the course, film themes and issues should be explored by means of regular exposure to a broad range of films from different genres and times, and from different countries. Students should be encouraged to focus not only on films that are familiar to them, but also on films that will expand their understanding of the art of film as a whole—short films as well as long; non-fiction films (documentary) as well as fiction (feature). Students will need to be substantially assisted in developing a bedrock of understanding so that they may approach film texts not only as discrete texts but may also place them in a historical, cultural and socio-political context. It would be inappropriate to approach the teaching of this Diploma Programme course through narrow approaches and teaching styles. Inevitably, at the outset, students will need more guidance on the content of the course. However, at each stage of the teaching of the programme, students should be encouraged to develop critical thinking, and there are many opportunities to develop inquiry-based learning. The film course encourages collaborative work. This is clearly so in the development of production skills necessa
Film guide 5 Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students' skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film
1920 - Nitrate negative film commonly replaces glass plate negatives. 1923 - Kodak introduces cellulose acetate amateur motion picture film. 1925 - 35mm nitrate still negative film begins to be available and cellulose acetate film becomes much . more common. 1930 - Acetate sheet film, X-ray film, and 35mm roll film become available.
Drying 20 minutes Hang film in film dryer at the notched corner and catch drips with Kim Wipe. Clean-Up As film is drying, wash and dry all graduates and drum for next person to use. Sleeve Film Once the film is done drying, turn dryer off, remove film, and sleeve in negative sleeve. Turn the dryer back on if there are still sheets of film drying.
2. The Rhetoric of Film: Bakhtinian Approaches and Film Ethos Film as Its Own Rhetorical Medium 32 Bakhtinian Perspectives on the Rhetoric of Film 34 Film Ethos 42 3. The Rhetoric of Film: Pathos and Logos in the Movies Pathos in the Movies 55 Film Logos 63 Blade Runner: A Rhetorical Analysis 72 4.
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3. Stretch Film 24 Key Findings 24 Stretch Film Demand 25 Stretch Film Production Methods (Cast, Blown) 26 Stretch Film Resins 28 Stretch Film Products 30 Demand by Product 30 Stretch Wrap 31 Stretch Hoods 32 Stretch Sleeve Labels 34 Stretch Film Applications 35 Demand by Application 35 Pallet Unitization (Mach
2a. OCR's A Level in Film Studies (H410) 7 2b. Content of A Level in Film Studies (H410) 8 2c. Content of Film History (01) 10 2d. Content of Critical Approaches to Film (02) 17 2e. Content of non-examined assessment Making Short Film (03/04) 25 2f. Prior knowledge, learning and progression 28 3 Assessment of A Level in Film Studies 29 3a.
power of a film score in cinema is such that it can break or make a film. Therefore, at the top of the list of the people who make cinema possi-ble also includes the film composer. However, it is also important for you to know that compos-ing for a film is no cakewalk—in the world of music in general the challenges that a film com-
An Introduction to Conditional Random Fields Charles Sutton1 and Andrew McCallum2 1 EdinburghEH8 9AB, UK, csutton@inf.ed.ac.uk 2 Amherst, MA01003, USA, mccallum@cs.umass.edu Abstract Often we wish to predict a large number of variables that depend on each other as well as on other observed variables. Structured predic- tion methods are essentially a combination of classi cation and graph-ical .
