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Singapore Shorts '25 feat. Ema Tan's (Cuscus) & Ms Gladys' films
Identify challenges, provide prototype solutions, and work towards a final product based on real-world experiences including learning by doing, the practical application that enhances learning not only of acquired subject knowledge, but also further develops skills, processes and products involved in the study, application and appreciation of film.
TEXTUAL ANALYSIS
As a result of the inquiry process, each student completes a written analysis of the chosen film text and extract (1,750 words maximum) using relevant and accurate film vocabulary. Each student may incorporate supporting visual evidence where relevant and appropriate.
COMPARATIVE STUDY
Each student assembles their findings, developing a personal and critically reflective perspective, and identifies and gathers appropriate audio-visual material to support the study.
As a result of the inquiry and action processes outlined above, each student prepares a recorded multimedia comparative study (10 minutes maximum) for submission, ensuring a balance between visual and spoken elements, while making clear reference to their sources as on-screen citations. The primary weight of evidence for the study should be selected from the two chosen films, which should be given equal consideration.
The resulting work should demonstrate the student’s engagement with both primary research (the viewing and analysing of significant moments in the chosen films) and secondary research (developing a balanced academic perspective), enabling the student to present a synthesis of their own research and their discoveries in terms of critical, academic, and technical research.
FILM PORTFOLIO
Each student undertakes a range of practical production activities in the chosen film production roles they have selected. They experience working both individually and collaboratively in a range of film activities, grappling with the skills associated with the film production roles and attempting to effectively fulfill their stated filmmaker intentions. This must include the creation of at least one completed film (3 minutes maximum).
Each student undertakes a range of experiments and explorations, demonstrating creative exploration and production skill in each chosen film production role. Activities may be teacher-led or student-led. Any teacher-led activities must allow room for student ownership and individual creativity. A literal remake of an existing film sequence, for example, could be considered a useful teaching activity, but could also be limiting for inclusion for assessment without adequate opportunities for student-led creative interpretation and flexibility.
COLLABORATIVE FILM PROJECT
Each core production team collaboratively engages in the pre-production, production and post- production phases in order to produce the completed film (7 minutes maximum).
Each student carries out their one film production role, making considered creative choices and deploying their skills in order to convey meaning and contribute to the overall effectiveness of the film.
Each student is expected to participate in all three phases of production regardless of the individual film production role they have taken for assessment purposes, in order to help fulfill the identified intentions of the group.
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