Scrutinize the Evidence

CC image Make your own drama / Faites votre cinéma by Franck Michel at Flickr
CC image Make your own drama / Faites votre cinéma by Franck Michel at Flickr

Material below was adapted from the 2019 IB Film Teacher Support Material

Evidence for the report can take the form of photographs, written and handwritten documentation, scripts, storyboards and valuable planning documents. Scans of original brainstorm notes, and emails containing feedback from the core production team, will provide much more valuable insight than, for example, a screenshot of a text message stating that a crew member is running late. Before selecting a piece of evidence, students should ask themselves the following questions.

  • Does this provide further clarity as to my intentions as a filmmaker?
  • Is this evidence relevant to my role?
  • Does this evidence provide further understanding about the intentions, planning and execution ofcollaboration?
  • Is this piece of evidence entirely my own work? Do I need to acknowledge the source or another teammember?
  • Is it clearly readable?
  • Would the report feel incomplete without this piece of evidence?

Students should be familiar with the difference between providing a critique or close reading of a film and reflecting on the process that contributed to its creation. Examining one’s own work is always harder than evaluating the work of others, and students should practise this skill as a compulsory aspect of all of their film projects (regardless of the length of the work created).

When students critique a piece of work, they are essentially providing an evaluative interpretation that may influence someone else’s opinion of the film or even their decision to watch it. More complex critiques will offer further insight into the filmmaker’s intentions and should draw out the meaning of the film and how it has been portrayed and captured.

Offering a reflection is a much more personal endeavour, where a student considers their own skills, contributions and finished product with the intent to learn from the project in order to improve and move forward. A reflection will typically include some acknowledgment of the student’s strengths and weaknesses. This could be in direct relation to their role, to their overall skills or their ability to collaborate. A reflection is not meant to be a recap of events, but rather a personal study where students look for ways to improve and celebrate things that they have already achieved.