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Singapore Shorts '25 feat. Ema Tan's (Cuscus) & Ms Gladys' films
COMPARATIVE STUDY
The comparative study is a recorded multimedia presentation (10 minutes maximum) comprising sound and images. The selection and assembly of the material for submission is an important aspect of the task, and students should ensure that information is communicated clearly, logically and audibly in a visually appropriate manner. The research-based presentation focuses on a chosen area of film focus, identifying and comparing two films from within that area and presenting their discoveries as a recorded multimedia comparative study.
Each student submits the following for assessment.
a. A recorded multimedia comparative study (10 minutes maximum).
b. A list of all sources used.
Please adhere to the FORMATS indicated below.
Film Focus
Two Films
The Topic
FILM FOCUS
For this task, students select an area of film focus that interests and excites them from one of 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)
For this assessment task, cultural context involves consideration of some of the following factors, some of which may be blended (such as socio-economic factors). Cultural context can relate to the time period depicted in the film and/or the time period of the film’s production, as appropriate.
• ECONOMIC • GEOGRAPHICAL • HISTORICAL • INSTITUTIONAL • POLITICAL • SOCIAL • TECHNOLOGICAL
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.
THE TOPIC
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 (not necessary) 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 comparison.
FORMAT
THE BLACK SLATE
The comparative study must begin with a 10-second black slate (included in the total time limit) that clearly states the chosen task components using on-screen text. (See Figure 2 from IBDP)
The student’s recorded commentary, which begins simultaneously with the black slate, should address the justification of these task components.
The use of Audio-Visual Material and Copyright.
The primary weight of audio-visual evidence must come from the two chosen films and the student’s recorded voice, which should be recorded in isolation to reduce any additional background noise.
Note the following:
Each student must use legal copies of their two chosen films in order to extract the video or audio content for editing into the comparative study.
Once the final comparative study has been submitted for assessment to the IB, each student must ensure that the extracted media files are destroyed.
Students must be aware that their work is solely for academic purposes and that they are not permitted to share or distribute any copyright-protected content used in the comparative study outside of the IB without the express written consent of the copyright holder(s).
Students are required to clearly reference the two chosen films in the submitted list of sources.
It is the responsibility of the student to obtain, extract and delete any copyright materials used for this task.
If a student uses work, ideas or images belonging to another person in the comparative study, the student must acknowledge the source as an on-screen citation during the submitted multimedia study, either as a voiced reference as part of the recorded commentary or as on-screen text.
Students must also submit a separate list of these sources using a standard style of referencing in a consistent manner.
A student’s failure to appropriately acknowledge a source used in the recorded multimedia comparative study (as outlined in the “Use of audio-visual material and copyright” section), will be investigated by the IB as a potential breach of regulations that may result in a penalty imposed by the IB final award committee.
PRESENTATION
The comparative study should adopt a formal, academic register and may be delivered in the first person, as appropriate, presenting the student’s personal opinion and perspective as a film student.
Note the following:
The finished comparative study will be submitted online together with the submitted list of sources.
Students must ensure that their recorded voiceover is clear and audible, and that any text is legible when viewed on screen.
Overcrowded or inaudible materials may result in examiners being unable to interpret and understand the intentions of the work, which will result in the examiner being unable to reward the full scope of the work.
Where appropriate, students may use subtitles to facilitate understanding.
The comparative study must not be labelled with the student’s name in order to ensure anonymity in the marking process.
SOURCES
Organised your list of sources! (See Examplars)
Note the following:
Films and Online Videos
Journals and Books
Online Resource
TIPS
Recorded Commentary
The comparative study must contain a recording of the student’s voice throughout, introducing the study and justifying the chosen topic and selected films, as well as providing the commentary for the main body of the work. This voiced commentary may be recorded numerous times until the student is happy with the material.
Students may also, if they choose, use a pre-written script (which must be the student’s own work) to be read, recorded and edited into the comparative study.
They may also include breaks in their recorded commentary to enable other audio-visual material included in the study to be clearly heard, and likewise should reduce the volume of audio-visual material during the recorded commentary to ensure it is entirely audible.
Examiners look for this:
The task components selected for the study (the area of film focus, two films and the topic), which should include the cultural context of the selected films and a justification of why these components were chosen for the comparative study. Students should be explicit with their justification, clearly explaining why the task components have been selected for this assessment task and why they are appropriate for study.
The links that exist between the selected films, as well as the student’s ability to identify connections, similarities and differences while relating these back to the chosen area of film focus. It is likely that the student will consider the ways in which film elements work together to convey meaning in their analysis of how the selected films compare and contrast. Students should ensure they give equal weight to both of the films selected for study in their analysis. The work should be supported throughout with accurate and appropriate film vocabulary.
How to effectively construct a comparative study in order to present the work undertaken clearly, logically and in a visually appropriate manner. The study should be supported by a suitable range of relevant sources.
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