The Same but Different

CC image Three by Kevin N. Murphy at Flickr
CC image Three by Kevin N. Murphy at Flickr

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

Project Description

  • Recreate a film scene in three different ways
    • This could be a scene from an existing film you have seen or a completely original film of your own
    • For this activity to be appropriately challenging, it is recommended that the chosen scene includes dialog and that there are at least three actors
  • Plan and execute the creation of this scene in three distinctly different ways
    • The difference might feasibly be in terms of the following:
      • Three different film genres
      • Differences in the blocking of the actors
      • The delivery of lines
      • The order of the sequence of events
      • Transitions between shots or scenes
      • Choices in the use of sound
  • Reflect on their experiences of directing the scene each time, and on the learning they acquired from watching each of the three finished outcomes
    • How might this influence their future experiences as director?


  • Create a blog post titled, The Same but Different
  • Copy and paste these headings into the post:
    • Summary
    • Inquiry
    • Action
    • Reflection
  • Complete the Inquiry section
  • Complete the Action heading
    • Include some evidence from the Evidencing the Role section of this project
    • Embed the final film in this section
    • Write what skills/choices you performed/made are observable in the film in the Action section
  • Complete the Reflection section
    • Include some evidence from the Evidencing the Role section of this project
  • Complete the Summary section
    • Describe the what and why of the project

Evidencing the Role

Students are likely to generate the following types of evidence for assessing their work in the role of the director:

  • Evidence of research into the notable directors and genre or style of films that helped influence the vision and overall concept of the film
  • Notes from any collaborations with other production team members such as brainstorms, lists, emails, storyboards, photos and drawings for each phase
  • Evidence of location-scouting documentation and permissions
  • Notes on casting, costume, prop and set-decorating decisions
  • Evidence of timelines, shooting schedules and call sheets
  • Diagrams of blocking and actor movement
  • Scripts with director notes (including justifications for any changes made to the original scripts)
  • Storyboards
  • Production notes for each day of shooting – before and after: a set of expectations for the day and a list of what was achieved or not achieved; notes on ways to solve problems
  • Post-production notes regarding length of scene, transitions, pacing, colour, special effects, sound choices and other noteworthy elements to be handled in post-production
  • Notes and reflections after test screening

Required Components


Reflect on watching, discussing, and/or writing about films in preparation for this project
Identify areas of filmmaking that excite and inspire you about this project
With your team, develop filmmaker intentions you would like to achieve through this production work

Selected a film production role
Research/Acquire techniques required to work in this role
Plan for practically exploring the chosen film production role in order to acquire, develop and apply skills, and to fulfill stated filmmaker intentions


Undertake a range of practical production activities in the chosen film production role
Experience working both individually and collaboratively in film activities
Grapple with the skills associated with the film production role
Attempt to effectively fulfill stated filmmaker intentions


Make clear links to the identified films and filmmakers that inspired this work
Reflect on explorations and on the impact this learning has had on your understanding of the film production role and the extent to which they fulfilled their filmmaker intentions.