Core syllabus areas: Reading Film (RF): |Examine films as an art form| Analyse how cultural contexts and film elements work in tandem to convey meaning. Contextualizing Film (CF): explore the evolution of film across time, space and culture| examine various areas of film focus| Exploring film production roles (FPR): explore film production roles engaging with all phases of the filmmaking process to fulfill their own filmmaker intentions. Collaboratively producing film (CPF): students focus on the collaborative aspects of filmmaking and experience working in core production teams in order to fulfill shared artistic intentions. They work in chosen film production roles and contribute to all phases of the filmmaking process in order to collaboratively create original completed films. film focus has been chosen as an umbrella term for the frameworks that exist to help understand and categorize films in order to identify and explore connections, links and relationships between them. In both the taught syllabus and assessment tasks, areas of film focus include the following: • • •
Film movements (such as French New Wave, German expressionism, Third Cinema, and so on) Film genre and film style (such as film noir, romantic comedy, science fiction, Western, and so on) Film theory (such as auteur theory, feminist film theory, Marxist film theory, and so on)
Comparative Study
Film Portfolio
Collaborative Film Project
A recorded multimedia comparative study (10 minutes maximum).
Portfolio pages (9 pages maximum: 3 pages per film production role) and a list of all sources used.
A completed film (7 minutes maximum).
A list of all sources used.
A film reel (9 minutes maximum: 3 minutes maximum per film production role). Inquiry Using both primary and secondary sources investigate possible areas of film focus and films for comparison from within the comparative study. Using materials from a range of sources, including original films, critiques, publications and other media. While students may find it useful to source some information from informal film fan websites, they should seek to extend their research beyond casual reviews and opinions to include sources of academic criticism, film history and other scholarly analysis. (AKA- BOOKS) Student decides the selection of the task components, which includes a clearly defined topic
Each student reflects on their experiences of watching, discussing and writing about films. They identify an area of interest that excites and inspires them and develop appropriately creative and suitably challenging filmmaker intentions they would like to achieve through production work. Using both primary and secondary sources, each student carries out research into three selected film production roles they would like to work in and acquires an understanding of how these discrete roles contribute to filmmaking, as well as an understanding of the
A project report (2,000 words maximum) and a list of all sources used.
Each student joins a core production team, making a group of two to four students from the school community. Each member of the core production team discusses the contexts within which they will work, developing an overall framework for their original film (which is inspired by research), considering both theoretical approaches, such as genre and style, as well as practical considerations. Each core production team collaboratively creates a production plan for an original film. The group also clearly articulate their agreed intentions for the film.
