•  IB Text Analysis: NAME OF FILM

“Director/Conductor” by La Chachalaca Fotografía is licensed under CC BY-NC 2.0

Summary

A guide to planning, researching, and creating your IB Film Text Analysis

• Follow the directions for each step below
• Include for your notes, where required

Student Work

• Justin’s Post, Draft Paper, Bibliography
• Neil’s Post, Draft Paper, Bibliography
• Satchel’s Post, Draft Paper, Bibliography
• Dexter’s Post, Draft Paper, Bibliography
• Sam’s Post, Draft Paper, Bibliography
• Jadee’s Post, Draft Paper, Bibliography
• Laari’s Post, Draft Paper, Bibliography

Guidance for Your Work

“The TA is an exam. Failure to turn in the work within the 4 weeks, unless the teacher requests extenuating circumstances directly from the IB, should be considered a fail.” – IB Film

13.5 Hours To Complete

• Please track how long it took you for each stage

Step 1 – Preparation: Spend 2 Hours

Total Time:

• Watch Mr. Le Duc’s Overview Video (10 minutes)
• Thoroughly read the TA requirements in IB Film Guide PDF (including rubrics) (15 minutes)
• Review the TA Task Details
  • Clear cover page with the Title of Film & Timecode (5-minute film extract)
  • Sans serif 12 point font
  • In-text citations
  • List of all sources
  • The textual analysis (1,750 words maximum) is intended to be a formalist exercise rather than a thesis-driven
    essay.
  • The focus of the work should be on how meaning is conveyed through the use of film elements in
    the chosen film text, with consideration of the cultural context of the film and communicated through the
    use of relevant and accurate film vocabulary common to the study of film and appropriate for film analysis.
  • In this task, the examiner is looking for evidence of the extent to which the student is able to demonstrate an
    understanding of:
    1. The cultural context of the chosen film text
    2. The use of film elements to construct meaning in the selected extract, using appropriate film vocabulary
    3. How the identified film elements in the selected extract relate to the cultural context of the film, to the film text as a whole and, where appropriate, to other films, as identified by the student
  • At the start of the textual analysis, students should clearly state which film elements they are going to
    discuss.
  • The list of all sources used is excluded from the textual analysis word limit
• Read Examples and Scoring Guides (45 minutes)
  • Textual Analysis Example 1 (scoring)
    
  • Textual Analysis Example 2 (scoring)
    
  • Textual Analysis Example 3 (scoring)
    
  • Textual Analysis Example 4 (scoring)
• Review the Big List of Film Terms (15 minutes)
• Review the Text Analysis Worksheet (PDF) (5 minutes)
• Explore the CHS Library: capital.osd.wednet.edu/academics/library (5 minutes)
• Explore The Moving Image Source Research Guide: www.movingimagesource.us (5 minutes)
  • 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 (5 minutes)
• Examine the TA Poster 1 (PDF) (5 minutes)
• 
• Examine the TA Poster 2 (PDF) (5 minutes)
• 

Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours

Total Time:

The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.

1. Watch the trailers and pick ONE of these films (or the two episodes) (10 minutes)
   • Pan’s Labyrinth [Spain/Mexico] Director Guillermo Del Toro 2006 (Rated R)
     • Trailer
     • Available on Netflix and other streaming services
     • Google Drive (Film and Commentary)
   • Across the Universe [USA] Director Julie Taymor 2007 (Rated PG-13)
     • Trailer
     • Available on Hulu and other streaming services
     • Google Drive (Film, Commentary, and Extra Features)
   • The Handmaid’s Tale, Season 1 Ep. 01 and 02 [USA] Director Reed Morano 2017 (Rated R – Mature Rating on Hulu)
     • Trailer
     • Available on Hulu
2. Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
3. First Viewing: Watch the film and record your reactions (2 hours)
   • Take notes (below in this post)
     • How does the film (various scenes) affect you?
     • Remember every scene is like a mini-movie
     • Pay attention to which scene best represents the film, for you
4. Second Viewing: Notice the cinematography, mise en scene, actor movement, wardrobe, sound (diegetic, non-diegetic, music, etc.) choices (2 hours)
   • Review the Big List of Film Terms for cinematic elements, mise en scene (what’s represented on screen), and sound
   • Write notes (below in this post)
   • This movie greatly effected me emotionally. It highlighted the horrors of facism and the Spanish Civil War.
   • The movie is not afraid to show death and violence on screen. The scene where Vidal brutaly stabs the hunter in the face is especially violent.
   • The scene where Carman attacks Vidal horrified me. Guillermo del Toro Gómez is not afraid to hold the camera on terrible violence.
   • The pale man parallels Vidal and facism. Vidal’s dining room looks like the pale mans.
   • The truth of the movie is ambiguous. We do not know if Ofelia was hallucinating or Vidal.
   • Film glorifies disobedience
   • Fairy tale creatures parallels the war.
   • The end scene best represents the film for me.

Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours

Total Time:

1. Open your TA Bibliography Google Doc (In Your IB Google Drive Folder – Mr. Le Duc created)
   • You will add your MLA sources as you research
2. Choose your 5-minute extract (scene)
3. Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
   • Narrative
   • Camerawork: Angles, and Movements
   • Composition
   • Lens: Depth of Field
   • Mise-en-scene
   • Blocking / Position of characters
   • Acting/body language
   • Acting style / method
   • Lighting / Cinema Lighting
   • Color scheme
   • Set/location/props
   • Set design
   • Costume, hair, makeup, class, gender fabric, color
   • Sound Design
   • Soundtrack/Score
   • Editing
4. Research to support your notes (1 hour)
   • Re-read Criterion A (Cultural Context) Rubric
   1. • Cultural context Evidence: Textual analysis and sources
        • Answer these questions:
          • To what extent do you demonstrate an understanding of the cultural context of the film text?
          • To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
   • Add to your notes in the Task Analysis Guide
5. Re-watch your scene numerous times and add to your notes (15 minutes)
6. Research to support your notes (1 hour)
   • Re-read Criterion B Film Elements Rubric
     • Evidence: Textual analysis and sources
       • To what extent do you evaluate how the extract makes use of film elements to convey meaning in the chosen film?
       • To what extent do you support your observations with the appropriate use of relevant film vocabulary?
   • Write notes (below in this post)
   • 1:45-1:50

Step 4 – Compose A Rough Draft: 2 hours

Total Time:

1. Watch Mr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
   1. Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
      • This will convert your two-column table layout into a regular text document
   2. Copy and paste from editpad.org into your Google Docs TA Paper Template
2. Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
3. Compose your rough draft (1.75 hours)
   • Weave in your research the following
   • WHAT: Your observation about a film element in the 5-minute scene
   • WHY: Relate the film element to the shot or scene’s emotional or narrative importance
   • HOW: Explain how the film element works in the context of this scene
   • SO WHAT: Justify it with the cultural context, as needed

Step 5 – Get Draft Peer Reviewed: 30 Minutes

Total Time:

1. Get it peer-reviewed with the TA Worksheet (PDF) (30 minutes)
   • Peer Reviewer: Look for evidence of each section of the document
   • Look for WHAT, WHY, HOW for each statement in the paper
     • There should be at least one WHY or HOW or every WHAT statement
   • Look for cited research to support statements, where it makes sense
   • Write comments to help the author
     • Add them as “Add Comments” on the side, so you do not add to the word count of the document

Step 6 – Revise: 1 Hour

Total Time:

1. Revise your draft (1 hour)

Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes

Total Time:

1. Get feedback from Mr. Le Duc
2. Make final revisions and check format (30 Minutes)

Step 8 – Finalize Paper and Cover Page: 15 Minutes

Total Time:

1. Clear cover page with the Title of Film & Timecode (5-minute film extract)
2. Sans serif 12 point font
3. In-text citations
4. Less than 1,750 words maximum

Step 9 – Finalize Bibliography and Check Format: 15 Minutes

Total Time:

1. Update your TA Bibliography Google Doc (In Your IB Google Drive Folder)
   • Finish and check the format of your MLA sources as you research

Step 10 – Upload to Turnitin.com: 10 Minutes

Total Time:

1. Upload your TA paper (from Your IB Google Drive Folder)
2. Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)

Text Analysis Guide (For your 5 Minute Scene)

TASK COMPONENTS (INQUIRY)	NOTES
The extract may be up to five minutes in length and must be a single, continuous sequence of the film
Time of 5-minute clip	1:46:40 1:51:40
PART 1 –  The film, your scene, why it is of interest, and how your scene relates to the whole film.	This is the climax of the film. The scene involves the death of the main character, Ofelia as well as the antagonist of the film, Vidal. Spanish rebels kill Vidal after he kills Ofelia. Ofelia either slips into delusion as she dies or is transported to an underground realm and becomes the princess.
Brief Summary of Exposition Writer, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio.	The film was written and directed by Guillermo del Toro Gómez. The producers were Guillermo del Toro, Alfonso Cuarón, Bertha Navarro, Frida Torresblanco, and Álvaro Augustín.
Context of Extract in Film – briefly describe the scene At what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie.	This scene is the climax of the film. The scene starts just after  Ofelia has been shot by Vidal. Vidal then takes his son back and walks to the entrance to the labyrinth. Cartman and Tarta take the kid from Vidal and shoot him. Carman hums a lullaby to Ofelia as she dies. The scene zooms in on Ofelia and we see her in the underground kingdom becoming the princess. The scene them zooms out and we see Ofelia dying, implies that if could have just been a coping mechanism.
The Rationale for Selection – relation to the entire movie Why is it interesting and why does this scene best illustrate the themes of the whole movie?	This scene illustrates the importance and loss of innocance. Ofelia only got to the underground realm because of her innocence, but she is killed for it. It shows the importance of defiance in the movie. The rebels defied facism, Ofelia defied the faun and the rebels defied Vidal.
PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section
Narrative
Script – Not just dialogue but in terms of being the spine of the storyExplain how this scene advances the plot. How do the events of this scene clarify/complicate matters? How does this scene affect/cause future events? What new information is revealed or suggested about a character? Is there anything deliberately withheld? Anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?	Carman finaly says no to Vidal. She says that she will not tell his son who his father is. This in in contrast to all that Vidal cares about. The foreshadows the decline of facism in Spain
Cinema Photography
a) Camerawork – describe shots in specific termsShot size: ELS, LS (stage), full shot, MS, CU, ECU. Camera angles: bird’s eye, high angle, eye level, low angle or Dutch (oblique), camera movement: pan, tilt, dolly or tracking, handheld, Steadycam, or moving crane. Invisible V conspicuous. Are tracking shots motivated by character movement?
b) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.	This film uses an aspect ratio of 1.85 : 1. This means that the film is widescreen. Open composition.
c) Depth of FieldConsider foreground, mid, ground, and background. Deep focus is associated with wide-angle lenses. Could be flat. Narrow ranges of focus may be the result of telephoto lenses.	In the throne room the film uses a shallow depth of field. In the real world it uses a slightly longer one?
Mise-en-scene – The overall look and feel of a movie
a) Position of characters and objectsIdentify the dominant, does movement guide our focus, character proxemics patterns (intimate,  personal, social, and public distances). How does the director add meaning to these choices? Is one character encroaching on another’s space? Watch for space being used to portray relationships/changes in relationships. Watch for windows, doors, parallel lines that frame people or objects.  Entrapment. Look for actor placement. Front – actor facing camera, greatest intimacy. One-Quarter Turn – very popular. Profile – character lost in the moment, a bit more distant than the previous two. Three Quarters Turn – useful to convey anti, socialness, Back of Head, most anonymous shot.  Creates a mystery or feeling of alienation.
b) LightingLow or high key. How does the director use light to focus our attention? Key, fill, and backlighting. What is the source of lighting in the context of the scene?	This scene uses low key lighting for the most part. Once Ofelia gets to her kingdom, the movie uses brighter lighting. I believe is is technically high key, but it still doesn’t seem very bright. It shows the contrast between Ofelia’s grim reality and her fantasy.
c) Color schemeHow does the director use color and what is the director’s intent for doing so? Look for color symbolism or color associated with characters. Color to suggest a mood. Color as foreshadowing. Contrasting colors ( the monolith v white room)	The real world is very gray and bleak. Ophelia’s fantasy kingdom is golden and bright. The real world is much darker than Ophelia’s fantasy’s
d) Set/location/propsSet design. Studio or on, location, describe props, scenery, what was the Director ́s intent for using them? How dense is visual information? Stark, moderate, or highly detailed?	The underground realm seems elegant and the real world seems bleak and sad. The visial information is very detailed.
e) Costume, hair, make upPeriod, class, gender (emphasize or diminish), age-appropriate, silhouette (close-fitting or baggy), fabric (plain, sheer, rough, delicate), accessories. Color is very important in relation to character.	Vidal looks like a monster in this scene. He is covered in blood, has stab wounds and he is no longer wearing a military uniform. He has been stabbed because of his cruelty. His emotional cruelty has made him into a metaphorical monster and now he looks like one too. The rebels are all wearing civilian cloths which shows how they dont embody the same facist ideals as their enemies. The faun looks like he is mad eout of nature itself. Ofelia is wearing nice, yet humble cloths in reality, However in her kingdom she wears a dress which shows the contrast between fantast and reality.
f) Acting/body languageActing style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (character says one thing but means something else). Consider typecasting as a shortcut to characterization.	During this part of the movie, the rebels show strength and determination. Carman finally uses strong body language to finally stand up to vidal. The faun moves in an almost alien like fashion, showing that it is very inhuman. This raises tension in the audience.
Sound – watch scene w/o picture Live sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate.	The faun sounds like a tree creaking when it walks, showing that it is part of nature. Ophelia is very quiet and calm as she is dying, showing her innocence. After she is supposedly transported to the kingdom, we can still hear her breathing as she is dying. This implies that it is all in her head.
Music Is the music telling you what to feel?  Music can be used as a counterpoint to the action.	he music is very calming yet melancholy in the underground kingdom. It shows the bittersweet tone of the scene. She got her happy ending but it may all be in her head. The music is based off of the lullaby that Carman sings to Ophelia. This further implies that the kingdom might be a coping mechanism.
Editing Ellipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes,  matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts.	This scene uses long shots because while the this scene is intense, it is not past paces. The scene uses zoom transitions when switching between the kingdom and the labyrinth to ask the question “Is this all in her head?”.
Part 3: Analyzing the Film as a Product
Sociocultural Context In what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?	This movie shows the history of the Spanish Civil War. Director Guillermo Deltoro wanted to capture the emotional weight of the Spanish Civil War in this film. It focuses more on how a young child may have felt during the time.
Target Audience Teens/adults or male/female age group, college education art crowd, liberal, conservative, Christian	Adults. People who are interested in learning about war, Spain or horror.
Generic Expectations http://www.filmsite.org/filmgenres.html also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes	Fantasy, War, Drama
Themes Man V Man, or one of the others, is this film an allegory?	Allegory for decline of facism. Disobedience is important. Loss of innocence.
Motifs/Symbols What specific devices support your definition of the theme? Look for recurring elements.	Flower represents hope. Girl represents the good of the world. Vidal represents facism.
Film Criticism Both contemporary and current. Use brief quotes from two different sources. Record the details:  reviewers’ names and publication names/dates	The story is a compelling and deeply involving one, and the film is both beautiful, exciting, and sometimes horrifying. The creature effects are superbly handled. November 12, 2014  David Stratton. It’s so audacious and so technically accomplished, and arrives here garlanded with so many radiant superlatives, that I wish I liked it more. November 12, 2014 Peter Bradshaw
TASK COMPONENTS (ACTION)
Compose Paper
Part 4: Sources
Source 1
Source 2
Source 3
Source 4
Source 5
Source 6
Source 7
Source 8
Source 9
Source 10
TASK COMPONENTS (REFLECTION)
Revision 1	Proofreader:
Revision 2	Proofreader:
Revision 3	Mr. Le Duc

External Assessment Criteria SL and HL

• Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF)

Peer Review Checklist

• Use the TA Worksheet (PDF) for review of core elements for the peer review
• Use the TA Marksheet (PDF) for the inclusion of all needed elements in peer review

“Film scripts for sale in Soho! #newyork #newyorkcity #nyc #movies” by Nat Ireland is licensed under CC BY-NC 2.0

Summary

A guide to planning, researching and creating your DP Film Comparative Study

• Follow the directions for each step below
• Include for your work where it is required

Student Work

Brad’s Post Dexter’s Post Sam’s Post Dylan’s Post Justin’s Post Hunter’s Post

Steps and Tasks

1. Brainstorm possible films for the task. You must select TWO films from contrasting cultural contexts.
2. Brainstorm and justify at least three different areas of FILM FOCUS for your two chosen films.
3. Brainstorm and justify at least two different CULTURAL CONTEXTS for your two chosen films.
4. Consolidate your ideas and develop at least three different RESEARCH QUESTION topics for your study.
5. Finalize your choices and select your RESEARCH QUESTION. Choose two films for comparison.
6. Develop the main arguments you will make about your topic.
7. Collect evidence from the films that support your argument.
8. Research secondary sources for information that supports your argument.
9. Write your Narration and plan the audio-visual components of your video essay.
10. Record, assemble, and edit your Comparative Study Video Essay.
11. Create a Works Cited document (separately) once your Comparative Study is finished.

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)
• Examine the CS Poster 1 (PDF)
• 
• Examine the CS Poster 2 (PDF)
• 
• Watch Garrett’s CS Example and Read Garrett’s Two Column Script
  • Notice the color designating justified film language elements
• Watch another example about South Korean New Wave

Comparative Study Task Components

For this assessment task, each student identifies, selects, and researches each of the following task components.

1. TASK 1: One area of film focus.
2. 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.
3. 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

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
Solo	2018, USA, Dir: Ron Howard
The Good the Bad and the Ugly	1967, USA, Sergio Leone
Star Wars: A New Hope	1977, USA, George Lucas

2. Areas of FILM FOCUS

• Research Film Movements
• Research Film Genres
• Research Film Style (difference between genre and film style defined)
• Research Film Theory

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:
Comparison of Film styles of Solo and the Good the Bad and the ugly-directors influence on film style vs genres influence on film style	These movie use very different techniques yet they also come from different time periods. This would be a very intriguing topic to research.
Genre-Western: Determine influence of Spaghettis western genre on space western film	Both of these movies are in similar yet contrasting genres. It would be interesting to compare them.
Film Theory the Idea of Trust	Both of these movies revolve around untrustworthy relations ships and contain betrayals. It would be interesting to compare these.

3. Chosen CULTURAL CONTEXT

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 films.	Justification for this Cultural Context. Be as specific as possible.
Historical: Pressure of previous films vs none.	Solo is heavily influenced by the previous star wars movies and the Yojimbo reportedly inspired the star wars films. Yojimbo was inspired by 1940’s film noir.
Economic: How did previous economic success effect the production of these movies	Solo was mainly made to make money based off of the previous success of star wars. I want to research the economics of the making of the good the bad and the ugly.

4. RESEARCH QUESTION Possibilities

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)
Trust:	How does the idea of trust impact film style in Solo and Yojimbo
Comparison of Film Styles	How does time and genre impact film styles in the good the bad and the ugly and solo.
Comparison of Film Economics	How do film economics impact film style

5. Final Decisions

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)
Film Style	Solo	Yojimbo	Yojimbo is a Japanese film from the sixties and Solo is a modern American film. Yojimbo has reportedly influenced the main star wars films and I want to so how if influenced this spinoff film.	How does the theme of trust in the films Yojimbo and Solo effect film style and plot.

6. Developing Your Topic

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.
Trust heavily influenced plot in both Yojimbo and Solo. They both show the dangers of putting too much trust in one person.	The gang leaders put all of their trust into yojimbo and they are betrayed. Han buts all his trust in Kyra and he is betrayed.
In these films, film techniques show that it beneficial to trust no one	Han’s love interest betrays him in solo. This shows that you cant always trust the people closest to you. In yojimbo, the hero lies and tricks to gangs into destroying eathother, showing how you cant always trust “honorable people”
Culture seems to influence differences in trust in these two films.	In yojimbo, the hero cant always be trusted. In solo, Han seems to trust too easily.

7. Selecting Supporting Evidence (Primary)

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.)
The scene where Han solo meets chewie.	Chewbacca and Han Solo have to trust each other in order to escape the emperial prison. This is shown through the lighter tone once they meet. This is a good type of trust.
The scene where Han and Kira get separated.	Han trusts that Kira will stay on the planet and wait for him. This is shown by Han always bring Kira up in conversation and idolizing her.
The scene at 14:00 in the film where Han joins the military but he doesn’t have blind trust for his leaders.	This shows the relationship between trust and government. Many soldiers are sacrificing their lives to their government even though they are just cannon fodder. Also in that scene, it turns out that some of the military officers are actually criminals in disguise.
At 18:00 After the battle, Han tells the criminals that he knows that they are not from the empire.	Han wants to join them but they do not trust him. Their body language and the music show this. Han threatens to sell them out to the empire but the criminals report him first.
Later once Han escapes, the criminals invite him on their crew.	They form an uneasy relationship. They only invite Han on the ship because he has a wookie.
Later at 28:00 the criminals have a conversation about love and trust around a campfire.	There is a shift in music when talking about trust. It also shows that people want someone to trust.
From 35:00 to 39:00 the criminals try to pull a heist	Since Han cannot trust the leader of the heist or follow orders, the heist goes wrong and some of the crew are killed. It is also revieled that Beckett (one of the criminals) was lying about their motivation.
At 44:00 Han enters a criminal mob boss’s party.	He runs into Kyra, his former love interest. He trusted that Kyra would come and find him. It turns out that Kyra had moved on and tried to forget about him.
53:00 In the next scene, Han tries to win a ship from a Lando. They agree to play a “space card game” to see who gets the ship.	It turns out that Lando had been cheating at the game. He betrayed their trust.
1:06 Han and Kyra talk on the millennium falcon.	Kyra says that Han shouldn’t trust her. She kisses Han betraying the trust of her boss.
1:07 Han talks with Becket.	Becket claims that he is trusting Kyra too easily and that she  isn’t on his side. Becket says that he assumes that everyone will betray him eventally.
In Yojimbo. The ronin enters town at 6:05	You can tell that no-one trusts him because they close all of their windows and peak out from their top floors once he arrives.
After he enters the town. At 8:06 the silk merchant tries to convince him to pick a side in their ongoing war between gangs in town.	It turns out that the silk merchant sent him into a trap.
20:00 The bodyguard negotiates his price	He price gouges two people who want his help
Later in the movie, the bodyguard kills a gangmember	The gang member says that he wants to hold his gun as he dies. Yojimbo trusts him.

*Add more rows as needed.

8. Selecting Supporting Evidence (Secondary)

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.)
https://www.youtube.com/watch?v=_0kJkShY1-E&t=4s	The bodyguard is honorable and people trust him.
https://screenrant.com/star-wars-franchise-influenced-inspired-by-western-samurai-movies-george-lucas/	This article argues that the bodyguard is honorable and trustworthy
https://www.starwars.com/news/the-cinema-behind-star-wars-the-bodyguard	Solo was partially based on yojimbo
http://moviemezzanine.com/the-second-criterion-yojimbo	The article shows’ that the main character isn’t really trustworthy either. However he does protect the weak which is virtuous.

*Add more rows as needed.

9. Writing Your Narration

Using the information, scene choices, and external sources you have compiled in parts 6-8, you will now write your voiceover narration and match it up to your chosen visual examples.

For the final Comparative Study, your narration should be no longer than 10 minutes in length.

Assemble in Two-Column AV Formatt in Celtx (Tutorial) or use Google Docs

Remember that you need to:

• COMPARE and CONTRAST your two chosen film using the arguments and evidence you identified in parts 6-8
• 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)

Voiceover Narration Ideas	Which visual evidence/scenes line up to this part of the narration?

10. Assembling the Comparative Study

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
• Create Works Cited list separately (Google Doc)

*NOTE: Separate tutorial and tips sessions will be held throughout this process to provide guidance on recording your voice-over narration and mixing the audio levels successfully.

Examples of Possible Task Components (from the IB)

Area of film focus	Film 1	Film 2	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

• Thoroughly read and examine your work with the Comparative Study Rubric (PDF)

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)
__	Balance between visual and spoken elements
__	Make clear reference to your sources as on-screen citations (text on-screen)
__	Make sure 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 focus, 2. Titles of the two films for comparison, and 3. 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 presentation is 10 minutes maximum, including title card and credits
__	Make sure two films are listed in sources

Film – Week 10 – GTD – Getting Things Done – Part 2

Teens are overwhelmed, partly because they don’t yet have the skills to manage the unprecedented amount of stuff that enters their brains each day.  – from LifeHacker.com

“Your mind is for having ideas, not holding them.”

“You can do anything, but not everything.”

― David Allen, (GTD) Getting Things Done for Teens: Take Control of Your Life in a Distracting World

SUMMARY

This week I learned about trusted systems and learned how to get work done efficiently. I also made my own trusted system.

PRACTICE ROOM (TUTORIALS)

CLASSROOM (THEORY & ANALYSIS)

You are going to learn to develop your own version of David Allen’s Getting Things Done (GTD) process in this ‘room.’

• These video help detail and efficient system for getting things done. The first video helped show some of the qualities that one needs to be efficient. I found this to be very motivating. It talked about how I need control and focus to get work done, which I took to heart. The second video, detailed a system that I can use to get work done. This is a very efficient system and I think that I will give it a try. The third article talks about techniques that teenagers can use to destress. I though the idea of doing a “mindsweep” was a very interesting idea. These video’s helped me think of a new system to get my work done on time.

LAB (THEORY PRACTICED)

Maps are a way of figuring out what projects that you need to accomplish. They help you chart out your course to get your work done.

GTD-based Trusted System

I have decided to switch to a pen and paper system so I can easily check it at any time. Sometimes my online lists do not work because of poor internet connection, or that the computer simply isn’t near me. If I switch to lists on paper, then I can access is more conveniently.

OUTSIDE (PRODUCTIVITY & THE BRAIN)

On my walk, I realized that I still have two missing French assignments that I need to finish.

STUDIO (CREATING MAPS)

I wrote all of the projects that I could think of on a piece of paper and it a google document.

WHAT I LEARNED and PROBLEMS I SOLVED

This week I learned how to make a trusted system and what steps that I should include. I learned about systems that many people use to get work done. At first, I had a difficult time focusing on the videos. I was temped to look at my phone, but then, I put my phone in a different room so I could focus.

 

“Day 092/366 – To Do List” by Great Beyond is licensed under CC BY-NC-SA 2.0

Your toughest work is defining what your work is! –  Peter Drucker

SUMMARY

I learned how to develop quality workflow and took the time to enjoy my day.

CLASSROOM (THEORY & ANALYSIS)

• • In this ‘room’ you are going to take a survey that will help us next week
  • Spend up to 3 minutes…
  • …filling in the Getting Things Done Survey
  • DELETE THIS WHOLE ‘ROOM’ or SECTION, AFTER YOU ARE DONE

PRACTICE ROOM (TUTORIALS)

STEP 1: MAKE A LIST

• I need to finish an assignment from French class from two weeks ago
• I need to turn in another assignment from French that I have already turned in
• I need to finish a blog post for French class
• I need to finish an English assignment about the film all the presidents men
• I need to finish the move to war Italy assignment from history
• I need to finish the third sneak on the lot assignment

STEP 2: NOTICE WHAT YOU NOTICED

• I need to finish an assignment from French class from two weeks ago
• I need to finish the third sneak on the lot assignment
• I need to turn in another assignment from French that I have finished
• I need to finish a blog post for French class
• I need to finish an English assignment about the film all the presidents men

OUTSIDE (PRODUCTIVITY & THE BRAIN)

This chart can help me organize my emotions during daily life and shoe me what to prioritize each day. I currently need to work on overcoming boredom.

I went on a walk that helped me clear my head. It was refreshing to be outside. I thought about the change of seasons and it cheered me up. I came back ready to do more work.

WHAT I LEARNED and PROBLEMS I SOLVED

I learned about the process of getting work done. I learned that I should establish a goal at the beginning of my work day and accomplish it. A problem that I solved was overcoming procrastination to complete this blog post.

 

 

What is Workflow?

Work•flow /ˈwərkflō/

“The sequence of industrial, administrative, or other processes through which a piece of work passes from initiation to completion.” – lexico.com

What is a quality workflow?  How do we develop it?  Below are elements of the production cycle that most creative people move through as they create something.  First, we must identify the stages of project production. What is each stage and what are the quality checks for each stage.  Read on and find out!

INSTRUCTIONS

Stages of Creation Development

Inspiration

How do we find ideas to develop?

• WHAT TOOLS SHOULD WE USE?
  • We should use YouTube and the internet and report what seems interesting to our classmates.
• WHAT PROCESS SHOULD WE USE?
  • We should have a padlet with a bunch of potential projects. If we want to join the project, we can add our names to the title
• HOW DO YOU MEASURE QUALITY?
  • We can have our peers look at our film and grade it based on intent and purpose.
• WHO MEASURES QUALITY?
  • Our classmates can measure quality.

Intention

How do we clarify our specific goal(s) for a project?

• WHAT TOOLS SHOULD WE USE?
  • We should use Padlet. We can have a card with our goals on it.
• WHAT PROCESS SHOULD WE USE?
  • We should add Padlet cards and maybe make blog posts explaining our goals in detail.
• HOW DO YOU MEASURE QUALITY?
  • Good intentions are clear
  • Can be measured
  • How much work goes into the project
• WHO MEASURES QUALITY?
  • Our classmates and Leduc can measure quality.

Pre-production

How can we brainwrite, brainstorm, storyboard, and plan our ideas at this phase?

• WHAT TOOLS SHOULD WE USE?
  • We should use padlet. We can use Google drive for writing down summaries. We should also use edublogs.
• WHAT PROCESS SHOULD WE USE?
  • We should establish our intentions first
  • Next we make a clear plan and schedual on padlet or edublogs.
• HOW DO YOU MEASURE QUALITY?
  • Our classmates measure quality
  • If our plan is clear then the quality is good.
• WHO MEASURES QUALITY?
  • We should measure our own quality at first

Production

How do we communicate with each other and execute our plan for this phase? This is where we actually make the project.

• WHAT TOOLS SHOULD WE USE?
  • We should use padlet
  • We could create group emails and texting for communication
• WHAT PROCESS SHOULD WE USE?
  • We should follow the steps of our plan
  • check out equipment from capital if necessary.
• HOW DO YOU MEASURE QUALITY?
  • Our classmates should measure quality. Our teams can evaluate each other.
  • We can judge if we accomplished our intent
• WHO MEASURES QUALITY?
  • Our class could break into teams and we could evaluate each other.

Post-production

How do we communicate with each other and execute our final stages of the project for this phase? This is where we publish the project.

• WHAT TOOLS SHOULD WE USE?
  • We can use free editing softwares like davinci pro and shotcut to edit. imovie is also an option
• WHAT PROCESS SHOULD WE USE?
  • We should edit our videos and create a blog post to show our workflow
• HOW DO YOU MEASURE QUALITY?
  • Our classmates can evaluate the final project.
  • We judge if we accomplished our goals and attentions.
• WHO MEASURES QUALITY?
  • Our class teams can review our peer’s projects

Presentation/Performance

How do we share our project with our learning community, advisory members, and the world?

• WHAT TOOLS SHOULD WE USE?
  • We should make slideshows on google slides, and upload our videos to youtube.
• WHAT PROCESS SHOULD WE USE?
  • We should walk everyone through our process on google slides and present the final project.
• HOW DO YOU MEASURE QUALITY?
  • If we met our goals then we succeeded.
• WHO MEASURES QUALITY?
  • Our classmates measure quality

Feedback

How do we conduct a feedback session at the end of the project development cycle?

• WHAT TOOLS SHOULD WE USE?
  • We should use skyward, schoology, and padlet
• WHAT PROCESS SHOULD WE USE?
  • After our classmates evaluate and leave feedback on our work, they comment on our padlet.
• HOW DO YOU MEASURE QUALITY?
  • If the feedback is clear then it is good
• WHO MEASURES QUALITY?
  • Our classmates

 

 

Born: March 14, 1879 in Ulm, Kingdom of Wurttemberg

Personal Success Definition

I define success as developing a sophisticated way of thinking. Helping the world or community in some way. Having a reliable network of friends and acquaintances, having a reliable, job and making enough money to be comfortable.

Albert Einstein was successful by my definition. He had a unique and sophisticated way of thinking. He believed that imagination was more important than knowledge. He helped the entire world by creating the theory of relativity. He had friends and a wife. He was a university professor and seemed to enjoy it. He had a reasonable amount of money.

Skills for Success

Albert Einstein did not conform to normal ways of thinking, he was curious and He had a unique and creative mind which helped him in his pursuits. His creativity helped him come up with many equation that help us understand the world around us. His curiosity motivated him so pursue science and find out how the universe works.

How They Used These Skills

Einstein used his unquiet mind to look at math and science in a new way and thus was able to come up with out modern understanding of how energy conversion works. This equation is used in much of our technology today. His curiosity made him very motivated to work with science his whole life.

 

Challenges Overcome

Einstein faced many challenges during his life. During school, he faced many academic challenges because he didn’t attend a lot of classes. He also struggled to find work before he became a professor. He faced the challenge of leaving Germany before Hitler became Chancellor.

Significant Work

 

EXAMPLE: 

Image From https://energywavetheory.com/ 10/4/2020

This is the equation for the theory of special relativity which Einstein created. It is used in modern engineering.

Resources

https://en.wikipedia.org/wiki/Albert_Einstein

https://www.biography.com/scientist/albert-einstein

https://energywavetheory.com/

SUMMARY

• I took a school of rock class where I learned the basics of guitars. I also learned about collaboration and online music making websites

LEADERSHIP ACTIVITY

Composition Elements

• I  enjoyed writing the baseline but I think I enjoyed collaborating the most. It was an interesting challenge to collaborate with some people that I don’t know online (and my sister). I enjoyed using websites such as trello and soundtrap.

How interested were you in learning the leadership project?

• 5

I didn’t like that I had to get up (relativly) early for the meetings but that is more my fault.

If I took the class again I would have a leadership project the second week two.

SUMMARY

Today I finished my leadership project, practiced the bass and continued the justinguitar lessons.

LEADERSHIP ACTIVITY

SMART Goal

By July 23, as part of my School of Rock team/class , we will have created a song that sounds good and sticks in the listeners head. 

Leadership Project (SMART Goal Evidence)

1. Welcome to show and tell!
2. Embed media as evidence of your completed work (SHOW)
   • 
   • This week we created a team of four and were tasked with creating a song. We had to collaborate and plan out the sound mostly by ourselves. At first we used trello to communicate then we moved to sound-trap. We also had a zoom meeting where we filled out the team feedback form and talked about who was going to do what. I was in charge of the bass. After the melody was finished I experimented with playing along on the base guitar. I created a simple baseline out of the f g and a notes. I had some technical difficulties with recording my amp so I had to create the baseline inside of sound-trap. I was able to make it slightly more complex there. The biggest challenge for me was keeping in rhythm with the melody because it has an irregular beat.

Composition Elements

Soundtrap Exporting and Mixing Resources

• How to export a Soundtrap composition so you can mix it
• Mixing and Effects in Soundtrap (Support Topics)
• Mixing Audio Levels in Soundtrap (YouTube)

PRACTICE ROOM (GUITAR LESSONS)

• Continue Justin’s 117 Free Lessons YouTube Playlist
• Notes on “Are you strumming naturally on the beat”
• beginner music is in 4/4
  • four down strums
  • down-strum on every downbeat
  • two strums per bar is strumming every other beat

Notes on ” Beginners often worry about this”

• open strings occur when you are changing chords
• isn’t a big deal

WHAT I LEARNED and PROBLEMS I SOLVED

• Today I finished my leadership project. I took a screenshot of it and uploaded it. I also continued the guitar lessons.

TODAY’s ACTIVITY EVALUATION

Content (The WHAT)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 5

I enjoyed explaining the project.

Process (The HOW)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 2

I procrastinated to much on this project. I did enjoy watching the guitar lessons

SUMMARY

Today I wrote a baseline, had trouble with and learned about recording software. I also learned about chord progression

LEADERSHIP ACTIVITY

SMART Goal

By July 23, as part of my School of Rock team/class , we will have created a song that sounds good and sticks in the listeners head. 

Progress For Today

Today I continued trying to record a bassline with my amp but it wasn’t working. The amp didn’t always work and when it did, it sounded very crackly. I decided to create something on the piano in sound-trap instead.

PRACTICE ROOM (GUITAR LESSONS)

• https://www.youtube.com/watch?v=U1TMGzcbbLE
• Strumming help and counting ands
  • going down is one
  • going up and down is a one and

LAB (THEORY PRACTICED)

• Notes on Going from lyrics to melody
• It is easier to start from the chord progression than the melody
• stable notes are notes contained in the underlying chord
• unstable notes are not
• unstable scale degrees can smooth out jumps in melodies

WHAT I LEARNED and PROBLEMS I SOLVED

• Today I wrote by baseline accompaniment to the song for my leadership project. My amp didn’t work so I wrote one in sound trap instead. I also learned about chord progressions and how to write a song.

TODAY’s ACTIVITY EVALUATION

Content (The WHAT)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 4

Watching the informational videos was relativity fun

Process (The HOW)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: 5

I enjoyed taking my time today and spreading out the work load.

Write your daily summary last, at the end of the day here… Only one to two sentences. – AND THEN DELETE THESE WORDS!

LEADERSHIP ACTIVITY

SMART Goal

1. Copy and paste your SMART goal sentence from yesterday here…
2. SAMPLE: “By July 23, as part of my School of Rock team/class and by following the Jake Lizzio’s power chord tutorial, I will have created a three-chord riff going from tonic to dominant for my Summer School project.”
3. Delete Mr. Le Duc’s instructions – yes, these instructions – yes the instructions you are reading right now!

Progress For Today

1. Welcome to show and tell!
2. Embed media as evidence of today’s progress (SHOW)
   • EXAMPLE: a YouTube video of your practicing guitar
     • Watch How to Upload and Embed UNLISTED YouTube videos
   • EXAMPLE: Soundcloud audio of a song idea
     • Watch How to Upload and Embed using Soundcloud with Your Blog
   • EXAMPLE: a screenshot image of Soundtrap or HookLab tracks
     • Watch How to Upload and Embed using Flickr with Your Blog
3. Write an update about your leadership project progress (TELL)
4. Delete Mr. Le Duc’s instructions – yes, these instructions – yes the instructions you are reading right now!

Composition Elements

Compose, record, and mix a song with these elements by the end of the course.

PRACTICE ROOM (GUITAR LESSONS)

• Check out Paul David’s 5 great exercises for your practice routine!
• Continue Justin’s 117 Free Lessons YouTube Playlist
• Embed a YouTube video link or links you watched (Just one is fine)
• Write a few key things you learned and which videos you learned from today – AND THEN DELETE THESE WORDS!

CLASSROOM (THEORY & ANALYSIS)

• Explore SongExploder.net episodes
• Explore Holistic Songwriting’s Artist Series
• Explore Genius’ Songs Deconstructed Series
• Explore Rick Beato’s What Makes This Song Great Series
• Embed a YouTube video link you watched or the link of the SongExploder.net episode
• Write a reflection of the key topics that got your attention – AND THEN DELETE THESE WORDS!

LAB (THEORY PRACTICED)

• Explore the tutorials (but you do not need to watch all of them – just pick what looks interesting to you) from the:
  • Hooktheory.com/videos
  • Songwriting Series. (4 videos)
  • Lyrics to music videos (2 videos)
• Embed a YouTube video link or links you watched
• Write a reflection on what you learned – AND THEN DELETE THESE WORDS!

OUTSIDE (CREATIVITY & THE BRAIN)

• Listen to Freakonomics – How to Become Great at Just About Anything
  • “What if the thing we call “talent” is grotesquely overrated? And what if deliberate practice is the secret to excellence? Those are the claims of the research psychologist Anders Ericsson, who has been studying the science of expertise for decades. He tells us everything he’s learned.”
• Go for a walk and think about what this video meant to you.
• Embed a YouTube video link or links you watched
• Journal here about that. The more detail the better – AND THEN DELETE THESE WORDS!

STUDIO (SONGWRITING)

CONTROL ROOM (RECORDING & MIXING)

• Watch Clark Eagling: Soundtrap tutorial 5 – Arranging the song, Mixing and adding effects
• Watch all five videos in the playlist, if you are interested.
• Use Soundtrap Support (Effects and Mixing)
• Search for other creative people online using Soundtrap and see how they are using it, like Swick’s Classroom Recreating Chainsmokers on Soundtrap.
• Embed a YouTube video link or links you watched
• Write a reflection of the key topics that grabbed your attention – AND THEN DELETE THESE WORDS!

WHAT I LEARNED and PROBLEMS I SOLVED

• Tell your daily story here!  Highlight what you learned and enjoyed most and at least one problem you solved. Problem-solving is one of the most important skills you need in life. Employers want to know HOW you get stuff done as much as WHAT you got done – AND THEN DELETE THESE WORDS!

TODAY’s ACTIVITY EVALUATION

Content (The WHAT)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: ?

What interested you about the material?

Process (The HOW)

Rating: OK  – 1 – 2 – 3 – 4 – 5  – HIGHLY ENGAGED

Rating: ?

Which activities engaged you most? Why?