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

Project Description

It is important that the editor is able to plan film transitions in advance of the production phase.

• Create match transitions used by editors to move an object, like a ball, through time and place
  • Example: throughing a ball out of frame left and the next cut some catches the ball entering frame right
  • Do this at least four times

Steps

• Create a blog post titled, Match Transitions: Traveling Object
• Copy and paste these headings into the post:
  • Summary
  • Inquiry
  • Action
  • Reflection
• Complete the Inquiry section
  • Search for examples of an object traveling through shots
  • Select an object (for this example, a ball)
  • Embed the one you will follow
• Complete the Action heading
  • Film an actor with the ball and then they throw it out of frame
  • Cut to: the object enters the frame in a new location with a new actor catching it
  • Continue to capture footage of this experimentation: throwing the ball out of both sides of the frame; above; below; even staying in frame and allowing for zoom functions
  • Embed the final video in this section from YouTube as unlisted
  • Write what skills/choices you performed/made are observable in the film in the Action section
• Complete the Reflection section
  • When this is edited together, you should identify where improvements could have been made in the shooting phase, and how your role of editor might be involved in collaborations with the cinematographer in future shoots
  • Reflect on how this activity has shaped your understanding of how an editor can positively or negatively shape how a film is perceived through your work in post-production
  • 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 – Editor

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

• Evidence of research for the chosen genre, influences, techniques and skills learned relevant for the role
• Notes from collaborations with other production team members such as emails, storyboards, photos, drawings for all three phases
• Notes on scripts and storyboards with editor notes (including justifications for any changes made to the original script)
• Production notes written after each day of shooting
• Screengrabs of editing sequence before and after major changes have taken place, showing evidence of colouring, transitions, effects, and so on
• Post-production notes—before and after each day of editing: a set of expectations for each day and a list of what was achieved or not achieved; notes on ways to solve problems
• Evidence of notes and reflections after test screening

Required Components

Inquiry

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

Action

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

Reflection

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.