IB Text Analysis: Pan’s Labyrinth

IB Text Analysis Worksheet: TEMPLATE

“Director/Conductor” by La Chachalaca Fotografía is licensed under CC BY-NC 2.0

Summary

A guide to planning, researching, and creating your IB Film Text Analysis

  • Follow the directions for each step below
  • Include for your notes, where required

Student Work

  • Justin’s Post, Draft Paper, Bibliography
  • Neil’s Post, Draft Paper, Bibliography
  • Satchel’s Post, Draft Paper, Bibliography
  • Dexter’s Post, Draft Paper, Bibliography
  • Sam’s Post, Draft Paper, Bibliography
  • Jadee’s Post, Draft Paper, Bibliography
  • Laari’s Post, Draft Paper, Bibliography

Guidance for Your Work

The TA is an exam. Failure to turn in the work within the 4 weeks, unless the teacher requests extenuating circumstances directly from the IB, should be considered a fail.” – IB Film

13.5 Hours To Complete

  • Please track how long it took you for each stage

Step 1 – Preparation: Spend 2 Hours

Total Time:

Step 2 – Pick a Film, Watch It, and Write Notes: Spend 4.5 Hours

Total Time:

The goal of IB Film is to expose students to films from all over the world and to increase their critical and practical understanding of film as a creative art form and reflection of its time period, society, and political and cultural environment. As a result, this class requires the viewing of a wide variety of films. In some cases, these films may carry an R rating, or, in the case of films made before 1968 and some foreign films, will have no rating at all. Please be assured that all the films selected for this course have a high degree of artistic merit and that many have won numerous awards and are considered part of the film canon. However, if you object to any film shown that does carry an “R” rating, you will always have the opportunity to request that an alternative film be assigned, and/or be excused from class and not view the film.

  1. Watch the trailers and pick ONE of these films (or the two episodes) (10 minutes)
    • Pan’s Labyrinth [Spain/Mexico] Director Guillermo Del Toro 2006 (Rated R)
      • Trailer
      • Available on Netflix and other streaming services
      • Google Drive (Film and Commentary)
    • Across the Universe [USA] Director Julie Taymor 2007 (Rated PG-13)
      • Trailer
      • Available on Hulu and other streaming services
      • Google Drive (Film, Commentary, and Extra Features)
    • The Handmaid’s Tale, Season 1 Ep. 01 and 02 [USA] Director Reed Morano 2017 (Rated R – Mature Rating on Hulu)
  2. Review Drew’s TA Guide Sheet (he scored very high!) (10 minutes)
  3. First Viewing: Watch the film and record your reactions (2 hours)
    • Take notes (below in this post)
      • How does the film (various scenes) affect you?
      • Remember every scene is like a mini-movie
      • Pay attention to which scene best represents the film, for you
  4. Second Viewing: Notice the cinematography, mise en scene, actor movement, wardrobe, sound (diegetic, non-diegetic, music, etc.) choices (2 hours)
    • Review the Big List of Film Terms for cinematic elements, mise en scene (what’s represented on screen), and sound
    • Write notes (below in this post)

Notes:

  • Film in different language: Spanish/Mexican film. Could alter how dialogue is given, and understood to the viewer.
  • Later decided to watch the commentary version instead.
  • Insect shot turns into a reaction shot, then shows the ruins.
  • Showed the insect as being important.
  • Can show the personality of a character with objects, as with a magnifying glass to make them obsessed with small details.
  • Lighting changes extremely from the hallway to the bedroom (warm to cool).
  • Scene changes from peaceful, and intimate, to a violent scene, that being of the labyrinth, and a changing of color palette, and into the scene of the men being killed.
  • The scene of the killing of the two men seems to be quiet, and quick, and almost having no consequence. Even the guards seem to not care. The crickets are still chirping, it’s almost not a big deal.
  • Camera is staged simply when the bug turns into a fairy.
  • Camera is a lot more active in the fantasy world, compared to that of the real life world.
  • Magical world was to feel used.
  • Wipe transitions were extremely important, and are plentiful.
  • Every character is at a crossroads.
  • Some of the effects look a bit dated (vomit from the frog)
  • Set in a time with almost no food, yet the people seem to have a feast.
  • Dining room in real life is similar. With a monster at the head, but the difference is that real life is very square, but in the Pale Man’s room, it’s circular.
  • There is a lot of ambiguity within the film, especially within the faun.
  • Act Two starts with several things. Palette change, the two worlds colliding, etc.
  • Magic is utilized every other scene in the film, like a pattern.
  • In the amputation scene, it was cut short, yet in the execution scene earlier, it completely showed the violence. However, the commentary states that violence should only be shown when it is absolutely necessary.
  • The contrast of the two worlds of the wall, with the inside being warm, and the outside being cold is stark.
  • Shows a nice POV shot of the art on the walls.
  • The act of instinct is distinct in this scene with the Pale Man. The act of not listening to the fairies, and that of eating from the banquet.
  • Personal thing: I kind of think the “monster behind the unaware person” thing is stupid.
  • Replacing the doctor’s head when he looks at the camera right at the end of the scene was really clever.
  • One of the important parts of the real world and magical world being combined with the mandrake is used in such a small way.
  • The way the director explains how the creatures are seen, as through a specific lens is interesting.
  • Might sound weird, but the shot of the broken train, especially when the camera gets low looks similar to Star Wars, with the captain similar to that of Vader.
  • Very unlucky that they shot during a drought, and had to artificially make the landscape look wet. Also having to artificially do recoil, and other effects.
  • During the torture scene, I really thought they were going to do a transition with the pole, but, they didn’t.
  • The torture scene shows how heartless/evil the captain is. With him seeming calm, throughout the chaos. How much he controls the scene.
  • The death of the doctor was very unique. Simply done.
  • Apparently a lot of the actors were seen as being miscast. With two in particular usually within comedy/light films.
  • The shot of the umbrella transition to reveal others was unique.
  • The transition from the captain from being the one in control to being tortured was I guess the word is rewarding.
  • I thought the commentary was funny on him saying how cows are evil.
  • The dynamic truly changes with this short event of scenes, with the captain losing his control, and instead of the rebels being slaughtered, it’s the other soldiers.
  • Never mind, it goes back to normal.
  • The blood when the princess gets shot seems more saturated compared to other instances of when blood is used.

Step 3 – Choose Your Extract, Watch It, Write Notes, and Research: 2.5 hours

Total Time:

  1. Open your TA Bibliography Google Doc (In Your IB Google Drive Folder – Mr. Le Duc created)
    • You will add your MLA sources as you research
  2. Choose your 5-minute extract (scene)
  3. Re-watch this scene numerous times and write notes in the Task Analysis Guide (below) (15 minutes)
  4. Research to support your notes (1 hour)
      • Cultural context Evidence: Textual analysis and sources
        • Answer these questions:
          • To what extent do you demonstrate an understanding of the cultural context of the film text?
          • To what extent do you support your understanding of the cultural context with research from appropriate and relevant sources?
    • Add to your notes in the Task Analysis Guide
  5. Re-watch your scene numerous times and add to your notes (15 minutes)
  6. Research to support your notes (1 hour)
    • Re-read Criterion B Film Elements Rubric
      • Evidence: Textual analysis and sources
        • To what extent do you evaluate how the extract makes use of film elements to convey meaning in the chosen film?
        • To what extent do you support your observations with the appropriate use of relevant film vocabulary?
    • Write notes (below in this post)

Step 4 – Compose A Rough Draft: 2 hours

Total Time:

  1. Watch Mr. Le Duc’s Convert a Table into Text with Editpad.org tutorial and do the following: (5 minutes)
    1. Copy and paste the two columns of your Text Analysis Guide notes (below) into editpad.org
      • This will convert your two-column table layout into a regular text document
    2. Copy and paste from editpad.org into your Google Docs TA Paper Template
  2. Thoroughly re-read and examine your work with the Text Analysis Rubric (PDF) (10 minutes)
  3. Compose your rough draft (1.75 hours)
    • Weave in your research the following
    • WHAT: Your observation about a film element in the 5-minute scene
    • WHY: Relate the film element to the shot or scene’s emotional or narrative importance
    • HOW: Explain how the film element works in the context of this scene
    • SO WHAT: Justify it with the cultural context, as needed

Step 5 – Get Draft Peer Reviewed: 30 Minutes

Total Time:

  1. Get it peer-reviewed with the TA Worksheet (PDF) (30 minutes)
    • Peer Reviewer: Look for evidence of each section of the document
    • Look for WHAT, WHY, HOW for each statement in the paper
      • There should be at least one WHY or HOW or every WHAT statement
    • Look for cited research to support statements, where it makes sense
    • Write comments to help the author
      • Add them as “Add Comments” on the side, so you do not add to the word count of the document

Step 6 – Revise: 1 Hour

Total Time:

  1. Revise your draft (1 hour)

Step 7 – Get Feedback from Mr. Le Duc and Revise: 30 Minutes

Total Time:

  1. Get feedback from Mr. Le Duc
  2. Make final revisions and check format (30 Minutes)

Step 8 – Finalize Paper and Cover Page: 15 Minutes

Total Time:

  1. Clear cover page with the Title of Film & Timecode (5-minute film extract)
  2. Sans serif 12 point font
  3. In-text citations
  4. Less than 1,750 words maximum

Step 9 – Finalize Bibliography and Check Format: 15 Minutes

Total Time:

  1. Update your TA Bibliography Google Doc (In Your IB Google Drive Folder)
    • Finish and check the format of your MLA sources as you research

Step 10 – Upload to Turnitin.com: 10 Minutes

Total Time:

  1. Upload your TA paper (from Your IB Google Drive Folder)
  2. Upload your TA Bibliography Google Doc (from Your IB Google Drive Folder)

Text Analysis Guide (For your 5 Minute Scene)

TASK COMPONENTS (INQUIRY)

NOTES
The extract may be up to five minutes in length and must be a single, continuous sequence of the film
Time of 5-minute clip PLACE 5 MINUTE TIME INTERVAL HERE…

PART 1 –  The film, your scene, why it is of interest, and how your scene relates to the whole film.

Brief Summary of Exposition

Writer, Director, Producer, studio, year released Main characters, conflict, identify the genre. Identify the aspect ratio.

Context of Extract in Film – briefly describe the scene

At what times does your scene occur, how it begins, and how it ends. Do not describe it further. The judges have seen the movie.

The Rationale for Selection – relation to the entire movie

Why is it interesting and why does this scene best illustrate the themes of the whole movie?

PART 2 – Remember to integrate the Director’s intent with each of the following areas in this section

Narrative

Script – Not just dialogue but in terms of being the spine of the storyExplain how this scene advances the plot. How do the events of this scene clarify/complicate matters? How does this scene affect/cause future events? What new information is revealed or suggested about a character? Is there anything deliberately withheld? Anything unusual in the dialogue? Word choice? Delivery? Accents? Repetition?

Cinema Photography

a) Camerawork – describe shots in specific termsShot size: ELS, LS (stage), full shot, MS, CU, ECU. Camera angles: bird’s eye, high angle, eye level, low angle or Dutch (oblique), camera movement: pan, tilt, dolly or tracking, handheld, Steadycam, or moving crane. Invisible V conspicuous. Are tracking shots motivated by character movement?
b) CompositionOpen/closed composition, aspect ratio, rule of thirds, Kubrick single-point perspective.
c) Depth of FieldConsider foreground, mid, ground, and background. Deep focus is associated with wide-angle lenses. Could be flat. Narrow ranges of focus may be the result of telephoto lenses.

Mise-en-scene – The overall look and feel of a movie

a) Position of characters and objectsIdentify the dominant, does movement guide our focus, character proxemics patterns (intimate,  personal, social, and public distances). How does the director add meaning to these choices? Is one character encroaching on another’s space? Watch for space being used to portray relationships/changes in relationships. Watch for windows, doors, parallel lines that frame people or objects.  Entrapment. Look for actor placement. Front – actor facing camera, greatest intimacy. One-Quarter Turn – very popular. Profile – character lost in the moment, a bit more distant than the previous two. Three Quarters Turn – useful to convey anti, socialness, Back of Head, most anonymous shot.  Creates a mystery or feeling of alienation.
b) LightingLow or high key. How does the director use light to focus our attention? Key, fill, and backlighting. What is the source of lighting in the context of the scene?
c) Color schemeHow does the director use color and what is the director’s intent for doing so? Look for color symbolism or color associated with characters. Color to suggest a mood. Color as foreshadowing. Contrasting colors ( the monolith v white room)
d) Set/location/propsSet design. Studio or on, location, describe props, scenery, what was the Director ́s intent for using them? How dense is visual information? Stark, moderate, or highly detailed?
e) Costume, hair, make upPeriod, class, gender (emphasize or diminish), age-appropriate, silhouette (close-fitting or baggy), fabric (plain, sheer, rough, delicate), accessories. Color is very important in relation to character.
f) Acting/body languageActing style, body language, blocking, period, or contemporary. Individualized (Joker), Stylization. Look for subtext (character says one thing but means something else). Consider typecasting as a shortcut to characterization.

Sound – watch scene w/o picture

Live sound, sound effects, and music. Sound can be diegetic, meaning characters would hear it, or non, diegetic, meaning that characters would not hear it, such as narration or music over the credits. Explore the relationship between diegetic and non, diegetic sound when appropriate.

Music

Is the music telling you what to feel?  Music can be used as a counterpoint to the action.

Editing

Ellipsis (time compression) and cross-cutting, fades, dissolves (fades between scenes), wipes,  matching cuts, straight cuts, dialogue overlap, and sound bridges. Consider how long each shot lasts.

Part 3: Analyzing the Film as a Product

Sociocultural Context

In what way was this movie a product of its time? What does the audience learn about the culture or historical context of the film?

Target Audience

Teens/adults or male/female age group, college education art crowd, liberal, conservative, Christian

Generic Expectations

http://www.filmsite.org/filmgenres.html also research  http://tvtropes.org/pmwiki/pmwiki.php/Main/Tropes

Themes

Man V Man, or one of the others, is this film an allegory?

Motifs/Symbols

What specific devices support your definition of the theme? Look for recurring elements.

Film Criticism

Both contemporary and current. Use brief quotes from two different sources. Record the details:  reviewers’ names and publication names/dates

TASK COMPONENTS (ACTION)

Compose Paper

Part 4: Sources

Source 1
Source 2
Source 3
Source 4
Source 5
Source 6
Source 7
Source 8
Source 9
Source 10

TASK COMPONENTS (REFLECTION)

Revision 1 Proofreader:
Revision 2 Proofreader:
Revision 3 Mr. Le Duc

External Assessment Criteria SL and HL

Peer Review Checklist

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