All you need to know about the production portfolio
Introduction
Students at SL and HL undertake a variety of filmmaking exercises in a range of film production roles in order to fulfill defined filmmaker intentions. They acquire and develop practical skills and techniques through participation in film exercises, experiments and the creation of at least one completed film. Students reflect on how learning has further contributed to their understanding of film production roles and the extent to which their filmmaker intentions were fulfilled. Each student submits a film portfolio for assessment, containing the following.
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Film Roles
For this assessment task, students must work in three discrete film production roles selected from the following list.
For the purposes of the DP film course, students are required to experience working in a variety of film production roles. These roles are as follows.
- Cinematographer
- Director
- Editor
- Sound
- Writer
- One other clearly defined film production role not specified above (see below).
For the purposes of the DP film course, students are required to experience working in a variety of film production roles. These roles are as follows.
- Cinematographer—responsible for the camera and for achieving the artistic and technical decisions related to the framed image. Click here to see a more detailed description of the cinematographer role.
- Director—responsible for the artistic and logistic aspects of the production, visualizing the script and guiding the other individuals involved in the film in order to fulfill their artistic vision. Click here to see a more detailed description of the director role.
- Editor—responsible for assembling the raw footage, selecting shots and constructing the film in order to meet the artistic vision for the film. Click here to see a more detailed description of the editor role.
- Sound—responsible for capturing, creating, sourcing and assembling the audio elements of the film. Click here to see a more detailed description of the sound role.
- Writer—responsible for writing the screenplay, for updating the script during production and for supporting others in realizing the artistic intentions for the film. Click here to see a more detailed description of the writer role.
- One other clearly defined film production role not specified above (see below).
Filmmaker intentions
For the purposes of the DP film course, filmmaker intentions are specific aims that students formulate in order to guide their work in each chosen film production role. These intentions are likely to arise from exposure to influences from films and filmmakers, and should be used to lead the practical exploration and experimentation in each film production role. Filmmaker intentions should be authentic and meaningful personal goals that the student is passionate about fulfilling.
These intentions could be as simple as developing a new skill or attempting a specific technique in their production work (such as creating a silhouette as a cinematographer or using a mask to create the effect of binoculars as editor) or might be more abstract, attempting to create work that echoes a recognizable film style or the creation of a particular mood through their filmmaking work (such as the photographic feel of Grapes of Wrath [1940] or the use of photographic stills seen in Run Lola Run [1998]).
Students may or may not necessarily fulfill their stated filmmaker intentions in their production work, and they should be encouraged to reflect on the process of learning in this area. This work goes to the heart of the IB learner profile and requires students to approach their learning with forethought, independence and a willingness to fail and try again. This is the very essence of being a risk-taker. Students are bound to come across successes and challenges in equal measure as they attempt to fulfill their filmmaker intentions. It is important that, from the outset, students perceive the value of failure as part of their process of learning in this work.
These intentions could be as simple as developing a new skill or attempting a specific technique in their production work (such as creating a silhouette as a cinematographer or using a mask to create the effect of binoculars as editor) or might be more abstract, attempting to create work that echoes a recognizable film style or the creation of a particular mood through their filmmaking work (such as the photographic feel of Grapes of Wrath [1940] or the use of photographic stills seen in Run Lola Run [1998]).
Students may or may not necessarily fulfill their stated filmmaker intentions in their production work, and they should be encouraged to reflect on the process of learning in this area. This work goes to the heart of the IB learner profile and requires students to approach their learning with forethought, independence and a willingness to fail and try again. This is the very essence of being a risk-taker. Students are bound to come across successes and challenges in equal measure as they attempt to fulfill their filmmaker intentions. It is important that, from the outset, students perceive the value of failure as part of their process of learning in this work.
ETHICAL FILMmAKING
As part of the collective consideration of the school, film students must be supported in maintaining an ethical perspective during their course. Schools must be vigilant to ensure that work undertaken by the student is appropriate for the context of the school and the age of the students.
Student work for this assessment task must not:
Student work for this assessment task must not:
- damage the environment
- glamorize the taking of drugs
- inappropriately reference socially taboo subjects
- incite or condone intolerance or hatred of others
- include excessive or gratuitous violence
- make reference to, or represent, explicit sexual activity.
structuring the film reel
Students are required to select clips of evidence from their gathered film production work in order to assemble a film reel for assessment. The film reel is submitted to the IB as one single video file. It must contain three chapters (one for each discrete film production role) and be structured as follows.
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Students are strongly encouraged to submit multiple clips of evidence for film production roles 1 and 2, as long as the combined material for each role does not exceed 3 minutes maximum. The recommended minimum length of each clip is 30 seconds. Students must submit a completed film (without credits) for film production role 3.
Assessment
graphic organiser, PREP DOCUMENT & PLanning Sheet
Please check Google Classroom.
Production portfolio template
Follow this link.
checklist
checklist__film_portfolio.pdf | |
File Size: | 89 kb |
File Type: |
Examples
Follow the link for the written component example.