This document provides guidance for students completing a small scale research project. The project aims to develop research skills by having students pose a question and answer it through research. Students are expected to research their topic using at least 3 films and produce an annotated catalogue of sources, a 1500 word presentation script, and give a 5-10 minute presentation. The document provides guidance on choosing an area of investigation using critical approaches like genre, auteur, social/political contexts and gender issues. It also offers tips on what constitutes a good annotated catalogue and presentation script. The goal is for students to practice focused research and communication of their findings within set parameters.

1. SMALL SCALE RESEARCH
PROJECT
WHAT’S ITALL
ABOUT? (in brief)

2. WHAT’S THE POINT?
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The primary objective of this component is to develop your research
skills and make you aware of the challenges, difficulties and pleasures
involved in sifting through a variety of sources for material that will
allow you to present an answer to a question that you have posed.
YOU must pose your own question and attempt to answer it by
researching and presenting your results.
Research skills are widely valued both in higher education and in the
world of employment, and the Small Scale Research Project is
designed to encourage the development of these skills and of an
understanding of how differing research tools may be used to
investigate or analyse o topic area.
The Small Scale Research project uses the area of investigation as a
means of developing research skills, and as such the research should
be to the fore. The approaches to, and techniques, research, the
research material, and the application of this research material are of
far more significance than any ‘answer’ that ma be offered
It is intended that the research begins with one key film and
broadens out from there, taking in at least two other related films, and
a variety of sources of material.

3. WHAT AM I EXPECTED TO PRODUCE?
 An organised folder of research
 An annotated catalogue
 A 1500 word presentation script
 Give a 5-10 min presentation on research
findings

4. CHOOSING AN AREA OF INVESTIGATION THE
4 CRITICALAPPROACHES
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Genre
Auteur
Social and political contexts
Gender issues

5. THE 4 CRITICALAPPROACHES
GENRE AND AUTEUR
 What unites Auteur and Genre is that they are critical approaches,
which depend on identifying a set of recurring characteristics and
then considering interesting manifestations of these (as well as
interesting variations) in particular film examples.
In each case it is possible to take an historical approach, looking
at developments over a given time frame.
Ie: How the Horror genre has developed over time (‘The Innocents’ to
‘The Devils Back Bone’). Both have the same message surrounding
religion and corruption of innocence. But set in different locations,
time periods with different cultural beliefs.
Or how an auteur has developed a new genre of their own. Ie:
Tarrantino. When we hear “it’s a Tarrentino film” We know what to
expect of it. Tarrentino films have their own conventions. Ie: graphic
violence that’s not gender specific and over zealous blood shed of
redemption or revenge. Camera work and introduction of characters
is high contrast and jarring set to the tone of an upbeat
contrapunctual sound track that makes the explicit visual all the more
disturbing.

6. THE 4 CRITICAL APPROACHES
SOCIAL/POLITICAL AND GENDER ISSUES
• Social, Political and Cultural Studies, Gender Issues and
are two critical approaches that, in different ways, encourage a
more explicit engagement with ideology (or 'messages and
values').
• Again, historical studies are possible, looking at developments
during a given time frame. Ie: Film Noir and the representation
of women or it’s social message after the great war.
• Alternatively a comparison may be made based on
variables (like national cinema, ie: British, Asia or perhaps
a production company.) at a particular moment ie: Kitchen
sink dramas of the fifties or the Asia/European extreme
cinema of the last decade.


7. SHOULD THE RESEARCH PROJECT BE QUITE
TIGHTLY FOCUSED?
• It cannot be emphasised too strongly that the
Research Project is meant to be small scale and
focused. You should resist any temptation
toward very generalist encyclopaedia-like
research.
• The focus on a particular film as a starting
point should guarantee this. In most cases it will
be unnecessary for you to extend beyond the
required reference to two further related films.
• The other focus is on the critical question being
posed - which motivates and makes specific the
kind of research conducted.

8. WHAT WILL BE REGARDED AS A GOOD
COLLECTION OF CATALOGUE MATERIALS?
 First, that the items in the collection contain information that
directly relates to the questions the student is asking of his/her
film(s)
 Second, that explicitly or implicitly they reflect a clear decision
made by the student to adopt a particular critical approach
 Second, that they are of an appropriate level of sophistication
 Third, that there is a variety from different sources and media (e.g.
books, periodicals, popular magazines, newspapers, television
documentaries, radio recordings, DVD material, web sites, etc.)
 Fourth, that there is evidence of quite rigorous selectiveness. This
will be demonstrated by the inclusion of 3-5 items excluded from
the final catalogue.

9. WHAT WILL BE REGARDED AS A GOOD
COLLECTION OF CATALOGUE MATERIALS?
 There is no particular guidance on how many items constitute a
satisfactory collection, nor the size of these items. For a
student pursuing an obscure subject, four or five relevant items
may constitute a significant research achievement; for another
doing a much more popular subject, ten or twelve relevant
items may be presented from an even larger collection of 'raw‘
material.
 There is also no particular guidance on the proportion of
'primary' to 'secondary' sources, primary sources will include
relevant films, as well as any interviews, phone conversations,
letters/e-mails with appropriate contacts. Secondary sources
will include all other material relating to the topic (e.g., bocks,
periodicals, newspapers, magazines, internet, DVDs, video,
film, TV programmes). It is acceptable for a catalogue to be
made up entirely of secondary source materials, though you
are encouraged to be enterprising in attempting primary
research.

10. WHAT IS THE FUNCTION OF THE ANNOTATION
FOR EACH OF THE CATALOGUE ITEMS?
 The most obvious function is to demonstrate that you have
indeed engaged with the source and have been able to
evaluate its usefulness in relation to the project. More
specifically, the annotation allows for reference to be made to
the critical approach adopted.
 In addition to an annotation of each catalogue item, there
should be an annotation against each of between 3 and 5 items
NOT included in the catalogue. The annotation will briefly
ascribe value to the resource in relation to the research
question. This requirement allows you to demonstrate your
exercise of critical judgement in determining what has been
included.

11. HOW SHOULD THE COLLECTION OF MATERIALS BE
PACKAGED FOR HAND IN?
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The external moderator will not necessarily need to see the
collection of materials - only the annotated catalogue and
presentation (with script).
Common sense is required in presenting bulky items and should
adhere to Harvard format - full bibliographic details of a book used,
together with page references is, for example, both more practical
and useful than a copy of the book!
Check https://www.imperial.ac.uk/media/imperial-
college/administration-and-support-
services/library/public/harvard.pdf for guidance on writing a
bibliography or list of references.

12. WHY IS THERE WORD LIMIT ON THE PRESENTATION SCRIPT - ESPECIALLY
GIVEN THE AMOUNT OF MATERIAL I MAY HAVE FOUND AND WISH TO
COMMUNICATE?
 The word limit is quite sufficient for a presentation script -
though not for an essay. This is not an essay. equate a 1500
word script to a half hour presentation. An element of the
discipline involved in producing the Presentation Script is that it
makes points briefly and effectively - with the assumption that
elaboration in the performance of the presentation script would
come from the embedded references.
 You may wish to provide a set of endnotes in addition to the
Script that is not included in the word count.
 Thinking about ways of setting out a presentation script for
effective delivery is something that you can regard as a
valuable transferable skill.

13. SO SHOULD THE PRESENTATION
SCRIPT BE WRITTEN FOR AN
ACTUAL ORAL PRESENTATION?
• Yes it should. You will have much to share with others - either
in group or whole class presentations. The 'script' will certainly
be driven by practical considerations about communicating
effectively - and succinctly. For example, you may wish to
produce PowerPoint slides.
• The presentation can involve the use of audio-visual aids and
their use should be identified in the script. The script can utilise
headings and sub-headings, notes and bullet points where
appropriate.
• It should offer an enthusiastic delivery of the research
findings and any particular points of interest, and should
highlight the critical skills involved in selecting the
material. It must address the problematic explicitly but may
not necessarily offer a firm conclusion or 'answer’.

14. SO … YOUR FIRST TASK
• From the four highlighted establish the critical approach you would
like to use. (Genre, Auteur, Social/Political context or Gender Issues)
• Choose one film that you will use to carry out your central research.
• Determine what it is you would like to say about this film (use
guidance task sheet)
• Pose your question and be sure that it is specific. Ie:
• Bad example.
• How has the horror genre changed over time? –Too general
• Good Example
• How do horror conventions compare in the teen slasher today to that
of the 70s? – Much more specific.
• Then look to find a second film support your argument before starting
your research.