Bubble Gum- Pantomime/ Physical Gag

1. Pantomime/ Physical Gag Short Film- Bubble Gum

2. Short Reflection

LONGER REFLECTION IN THE PROCESS JOURNAL

This is the second big film project that was given to us. The theme of the theme was given to us which was Pantomime and Physical Gag. In class we have looked at various actors who have used this technique such as Charlie Chaplin and Buster Keaton. This was the opportunity for us to make a pantomime film. The topic of our film was as the title infers Bubble Gum and is about the adventures of a girl who wants to get gum off her shoe. The role that I had in the film production team was one of the main actresses and the editor of the film. Here are some techniques that we focused on.

Screen Shot 2016-01-09 at 12.12.17 PM

Interacting with Locker and Gum

Interacting with items and with Jione

Interacting with items and with Jione

 

 

 

 

 

First of all, the technique that we focused on the most was interacting with the mis-en-scene which is what most of the pantomime films did. We aimed for this by interacting with the lockers in the hall way when trying to scrape off the gum. We also interacted with it by opening the locker and throwing out items such as a barbie doll, a hello kitty fan, a bear, flowers, and a tweezer after reacting with this. In this throwing process, I interact with another aspect of the mis-en-scene which is a character, Jione, as she is getting hit with the items. Most importantly, the gum is the main mis-en-scene that we focused on interacting with as the story revolves around the gum being stuck on a shoe.

'I have an idea' moment

‘I have an idea’ moment

Second, another important technique we focused on while filming was the acting. As one can see in pantomime such as Charlie Chaplin, even modern actors like Jack Black, Johnny Depp, and Jackie Chan, actions and facial expressions are crucial to pantomime as there is no sound. We focused on trying to show the facial expressions by making it big. For the action, we tried not to exaggerate but make the movements bigger then they are in real life or add reactions we wouldn’t do daily. For example like in this picture of me having the ‘I have an idea’ moment.

These were just some of the techniques that we focused on. More are available in the process journal. Now are some improvements that we can make and struggles that we faced but overcame during the film making process.

Shoe holding different hands

Shoe holding different hands

First of all, some improvements that we can make in the film is the continuity. Even though this is not the main focus of the film, it is very important to keep it in place. A scene that continuity was not kept was when I was holding my foot to see the gum stuck. In the FS I would be holding my foot with two hands but in the CU I was holding my foot with one hand. Even though this is a subtle difference, it might distract the audience from the content of the film.

Secondly, some struggles that we faced but overcame during the film making process was the lighting. Since there was no direct sunlight in the hallway even though we tried to manipulate the settings of the camera, it wouldn’t get lighter. Mr. Hurst suggested that we use a light kit. We used one of the lamps so that the light was reflected off the ceiling on to the hallway.

Overall, filming Bubble Gum was a great opportunity. More points and a longer reflection is in the hard copy process journal.

The Kuleshov Effect

  1. The Kuleshov Effect- Halim

2The Kuleshov Effect- Manikin

3. Explanation

The Kuleshov effect was created in the year 1920 by a soviet film maker named Lev Kuleshov which delt with editing and the illusion of cause and effect (“Lev Kuleshov Experiment”). What he did was that he filmed a man with a blank, neutral expression and then cut to various things that this man was ‘looking’ at which would change the feeling the man would feel. For example, Kuleshov cut between the man’s face and soup which the audience could perceive as the man is hungry. He then cut from the man’s face to a woman which expresses his feelings of desire. Even though his facial expression is same, Kuleshov wants to let the audience know that what is cut next effects the cut before as well. Below is the original Kuleshov effect:

Moving on, with the items that my partner and I had, we decided to do something similar as well. Some items that we used was a shoe, an old flip phone, a nintendo, a candle, a ‘used’ tissue, and a boy. For example, cutting from a person to a phone might be that they are waiting urgently for a call. Also, we made a second Kuleshov effect with a manikins head as well.

4. Works Cited

Works Cited

“Kuleshov Effect / Effetto Kuleshov.” YouTube. YouTube, n.d. Web. 29 Nov. 2015. <https://www.youtube.com/watch?v=_gGl3LJ7vHc>.

“Lev Kuleshov Experiment.” Lights Film School. N.p., n.d. Web. 29 Nov. 2015. <http://www.lightsfilmschool.com/articles/lev_kuleshov/>.

180 degree conversation reflection

  1. Video

WATCH IN 1080p

Citation for clouds used in title page:

28- STRANGE MOVING CLOUDS. Weird Behaviour. Timelapse. YouTube. YouTube, n.d. Web. 05 Dec. 2015. <https://www.youtube.com/watch?v=ABCw41ebCWw>.

2. Reflection

First of all, above video is the result for what my team, Sam, Luke, Philipp, and I made which takes in to consideration that 180 degree rule and continuity editing. Below are the descriptions for some artistic choices and some difficulties that I faced reflected on.

Screen Shot 2015-11-29 at 10.38.50 PMFirst of all, one artistic choice that I decided to make is to add the title page to be fancy. I used technology in order to create a green screen on the text and make it so that the background, a video of clouds, shows as the “color” of the text. Because the title of this video is “paper airplanes” I figured that this “color” for the text would be interesting and artistic.

 

Secondly, another artistic choice that I decided to do is to use a lot of different angles in my video and not just the normal angle. The angles that I decided to use was the high angle and the low angle. This was put in when Luke cannot keep down his anger and stands up staring down at Sam and Sam is staring up and Luke. This is effective as it portrayes Luke’s emotion of anger well as it also shows the low angle shot as well as a ECC of Luke’s face enhancing the effect. One problem was that there was not a long shot of Luke standing up which is the transition to this angle. So, I had to add this very short shot in between. It might seem very awkward but I had to make this choice that the continuity of Luke standing up makes sense.

Screen Shot 2015-11-29 at 10.43.23 PM

Low angle of Luke

Screen Shot 2015-11-29 at 10.43.33 PM

High angle of Sam

 

 

 

 

 

 

Screen Shot 2015-11-29 at 10.39.00 PMThirdly, another artistic choice that I made was adding screen shots for Luke checking managebac and Luke typing his thoughts. If we had filmed the computer, the computer would be distorted not showing the screen well. So I had to make the artistic choice of screen shooting.

Also, I decided to use sound effects as well. As the music in jaws adds tension, I wanted to add tension to when sam was charing his nerf gun. I added a suspenseful loop which I edited so that the volume gets louder and louder as Sam is almost ready to shoot.

Some difficulties that I had while editing was the choice of adding or taking out the Mr. Johnson shot. Because there was a sound behind Mr. Johnson’s scene, it was difficult to shoot to Luke as a close up which didn’t look nice. At the end, I decided to take this scene out because of this reason as well as the reason that the mis-en-scene of the desk didn’t match with the other scene.

Finally, one last big difficulty that I had was that there weren’t scenes of Luke looking at the clock with the earphones off. There was this really short scene which I overused. So, for the 2:30 time, I decided to make it so that Luke doesn’t look at the clock so it doesn’t disrupt the continuity of the movie because I found this very important. Moving on to the big picture, the biggest difficulty that I want to reflect on is that the shots had Luke without the earphone or without the earphone which disrupted the continuity which I had trouble controlling. I learned from this that the mis-en-scene has to be parallel with all the scenes, such as the earphone, so that the continuity is not disrupted.

Introductory analysis- Matilda (1996)

  1. Introductory analysis- Matilda (1996)

This clip is from a film called Matilda which was released in 1996. It is based off of a book of the same title which was written by the internationally famous best seller Roald Dahl. Matilda is one of his most famous works. The story revolves around a child genius Matilda’s adventures at school. In this particular scene Matilda is scaring her headmistress, Ms. Trunchbull, by using her psychokinesis powers. There are many reasons why this scene is well made.

First of all, this scene is well made because of the acting. Even though, Pam Ferris, the actress for Ms. Trunchbull, speaks rarely, one can clearly tell that Ms. Trunchbull is very scared and suspicious that things are moving around her. just by her movements. For example, this can be seen in 2:27-2:29 when Ms. Trunchbull is suspiciously staring at the clock which had just struck 12AM. One can see that her acting is outstanding since she doesn’t lose her eyes contact with the clock until she is out of the frame which infers she is suspicious. Also the direction of her eyes are pointing at the clock which can help the audience focus on it.

Secondly, the scene is well made due to good usage of sound. Sound is an essential element to film which can alter how the audience is viewing the scene. For example, in this scene talking is very minimal which can help the audience concentrate on the moving objects and action that is going on in the scene. However, even thought there isn’t much talking, there is constant music that is added to enhance the scene. For example, from 3:01-3:17, one can see that the music becomes increasingly full of tension and scarier as the lights are flickering and the wind is blowing. This also corresponds to the actress’s facial expression which is full of terror.

Thirdly, the scene is well made due to good usage of Mise-En-Scene. Mise-En-Scene refers to the composition of the scene such as the props, actors, set design etc (“MISE-EN-SCENE”). However, one aspect of Mis-En-Scene which was done particularly well was the lighting that was used. The mood of this scene is very dark and the lighting used in the scene accurately displays this mood. The minimal lighting inside Ms. Trunchbull’s house is a dark yellow orange which creates a dark mood along side the pitch darkness which is seen outside of the house through windows. Also, there is a light source of a fire crackling as can be seen in 2:38-2:49 which is very important since this makes the light flicker on the actress’s face which adds to the mood as well. Shadows that are cast on the actresses face due to the minimal lighting is also important because shadows are often seen as eerie.

Moving on, cinematography plays a huge role in this scene as well. Appropriate filmmaking techniques were used in order to enhance the tension of this scene. For example, this can be seen in 2:00- 2:06. Two techniques of filmmaking were used side by side which is undershot and overhead shot. Undershot was used when Ms. Trunchbull is looking around and overhead shot is used to show Matilda looking up. These two techniques were well edited together because one can clearly see that Matilda is under Ms. Trunchbull just by referring to the camera angles that were used.

Lastly, great camera movement was used helping the narrative of the film as well. One can see that in scene 4:00-4:06, zooming in was used in to both the portrait of Magnus’s eyes and Ms. Trunchbull’s horrified eyes. This helps the narrative of the film because this hints that there is some guilt in Ms. Trunchbull about this man in the portrait.

Overall, Matilda is a great edited and put together film because of the appropriate elements of film it uses to enhance the scene.

 

2. Works Cited

Works Cited

“Matilda Miss Trunchbull House at Night Scene.” YouTube. YouTube, n.d. Web. 30 Aug. 2015. <https://www.youtube.com/watch?v=yRFtvArKcZo>.

“Mise-en-Scene.” UMBC. N.p., n.d. Web. 30 Aug. 2015. <http://userpages.umbc.edu/~landon//Local_Information_Files/Mise-en-Scene.htm>.

la réflection: lettre officielle

Qu’est-ce que tu as bien fait?

  • J’ai utilisé beaucoup des conditionnelles. Pour exemple, je utilise «Nous verrions, les élèves feraient, pourrait, j’irais, aimerait, courrais, aimerais, savraient etc»
  • J’ai le organisation pour une lettre officielle parce que j’ai eu le adress, le date, et la conclusion pour la lettre. Pour example, j’ai utilisé «Je vous prie d’agréer, Monsieur, l’expression de mes sentiments respectueux»
  • J’ai beaucoup des connecteurs, justifications, et mon opinion. Pour exemple, «parce que, premièrement, mais, car, À mon avis, aussi, ensuite, alors, finalement».
  • Aussi, j’ai beaucoup des temps pour exemple le present «J’écris», l’imparfait «Quand j’étais petite», et le conditionnelle «Nous verrions».

 

Qu’est-ce tu pourrais améliorer?

  • J’ai utilisé le conclusion pour la lettre officielle mais, Je peux améliore le grammaire pour le conclusion parce que j’écris, «Vous avez d’agreer madame l’expression de me sentiment distingue», mais c’est, «Je vous prie d’agréer, Monsieur, l’expression de mes sentiments respectueux».
  • Je peux améliore le passé compose parce que j’ai seulement le present, l’imparfait, et le conditionelle.
  • Je peux améliore le prenom pour le verb parce que en coréen, si tu as en le groupe c’est nous mais en francais c’est ils ou elles. Pour exemple, j’écris «les élèves secondaire aimerions» mais c’est «les élèves secondaire aimeraient».

Présentation et réflexion; Notre école

1. Réflextion

  • Understanding/interaction: How well do you respond to stimuli and surprise questions?

I think our team responded quite well to the stimuli of notre école because we constantly put in our opinions on the school which made the script very creative. Also, even though there weren’t surprise questions since it wasn’t a question and ask, we made sure that we added information in extended detail to make it a surprise for the audience. For example, we added information about the swimming pool that is not in our school and information on it as well.

  • Context: Do you adapt your language depending on what you are writing/ saying and who to?

For the context I think we did well adapting our language depending on our situation and who we were because we constantly used a lot of the prenom “Nous” for example “Nous avons, Nous parlons, Nous suivons, Nous proposons etc” to express our verbs because the whole point was to present as a team and we decided to show this by adding the prenom nous. Also we adapted our language depending on our audience. For example, since the point of making this was to present our school to Pierre Lotti, we even added the little details like the name of the school, and when the school was founded. Overall, I think we did a very good job for the context.

  • Message: How well does she express her ideas and feelings?

Message was one of the strongest aspects that we managed to show during our presentation. Our group didn’t just want to give facts about the school but we wanted to express our ideas about them. Also, we went one step further and showed our different ideas towards one subject. For example, for the conclusion, we added two separated speeches one for Mert and one for me looking at our overall views about the school. We mentioned our opinion the distance from the school to our house and this was effective since I live close to the school and Mert doesn’t. Also we expressed our ideas constantly throughout the presentation not only in the conclusion but in areas such as the subjects that we like or do not like. However, one weakness is that we repeated the distance from the house to the school 2 times, one shortly in the introduction and one in the conclusion extended.

  • Organization: Does she organise and link her ideas?

The way that we organised the ideas was in a five paragraph format. We had an introduction to discuss about the basic information about IICS, a paragraph on les cours, a paragraph on les activites, a paragraph on le système scolaire en france, and finally a conclusion which included our opinions on the school. This was a very logical way of putting the script because one can tell when a topic changes and where it ends. Also we used a lot of transition words as well. For example we used “D’abord, mais, ensuite, en plus, aussi, tout d’abord, alors, troisièment, finalement, parce que, car”. However, one feedback we got from our peers was that even though we used a variety of linking verbs but we should have used less of aussi because it appears a lot.

  • Language: Does she use appropriate vocabulary and correct verbs? How clear is her speech?

We managed to used a variety of verbs that not many people for example “nous suivons” was one that many people didn’t used that we manage to get in their. Also the pronunciations were good as I didn’t add the é should during the present tense. For example I said je parle instead of je parlé. I made sure that I wasn’t making pronunciation mistakes but when I tried to say things in french I stuttered quite a lot which may have got in to my communication.

2. Présentation

3. Script

Présentation de mon collège

Mon collège s’appelle IICS et c’est en résumé pour Istanbul International Community School. IICS est un collège mixte et ce n’est pas un collège de filles ou de garçons. À IICS, il y a 700 élèves environ avec l’école maternelle, l’école primaire, collège, et lycée. Les élèves viennent partout le monde est c’est le raison IICS est très intéressant. Les locaux et le bâtiment sont très petits quand tu as comparé avec autre l’école. C’est car il y a un petite quantité d’élevés à IICS. En plus, le bâtiment est vieux parce que le bâtiment a bâtit à 1999. Aussi, il y a un autre campus à Hisar et c’est encore plus petit et vieux car c’est pour les élèves d’âge 3- 9 et c’était bâtit à 1911. Mais, mon avis, j’aime le bâtiment parce que c’est facile trouver les classes. Pour l’équipements sportifs, IICS a un deux gymnase et je utilise le gymnase pour l’EPS, ISL, et CEESA compétitions. Aussi, nous avons un terrain de sport et nous utilisons le terrain de sport pour le football. Nous avons quatre terrain de basket aussi. Le seulement équipements sportifs nous n’avons pas est une piscine. Les élèves de IICS veulent une piscine mais je n’aime pas la natation, alors, je suis bien.

À IICS, il y a beaucoup des clubs. C’est divis en deux catégories. Il y a les activités et les sports. Pour les activités il y a un orchestre, une chorale, MUN, les mathématiques et etc. Pour les sports il y a le football, le badminton, le basket-ball, le base- ball et etc. Les activités et les sports sont après l’école mais pendant l’école il y a d’exploration est c’est pendant l’école. l’exploration est pour 75 minutes à mardi. Aussi, Il y a une cantine et c’est très grand. Les nourritures sont bien mais le riz est très salé. C’est mieux que l’année dernière. Pour un snack, il y a un magasin et c’est marche de association étudiante et le nom est le Bakkal. Nous achetons des chocolats, des fruits, et des frites. Je aimerais ils vendent des milk-shakes bientôt.

En général, je pense IICS est un l’école amusant et impressionnant.

Ma routine scolaire

2. Ma routine scolaire

I. Avant L’école

1) Premièrement, je me réveille à 7h10 quelle est très tard parce que ma maison est à côté l’école.

2) Après, ma sœur et moi allons en bas les escaliers à la salle à manger.

3) À la salle à manger, nous mangeons le petit déjeuner et c’est la nourriture coréenne en général.

4) Ensuite, je vais en haut les escaliers et je vais à la salle de bains.

5) À la salle de bains, en premier, je me brosse les dents car je veux être propre.

6) Après, je lave le visage avec mon savon.

7) À sept heur quarante, je applique la lotion pour moiteur.

8) Ensuite, je me habille les vêtements pour l’école.

9) Puis, je fais mon sac avec les équipements l’école.

10) Finalement, je marche à l’extérieur de ma maison aller à l’école.

 

 II. Pendant L’école

1) Premièrement, quand je arrive l’école, je veux de salle pour le matin.

2) Puis, à 8h35 j’ai période 1 pour soixante- quinze minutes.

3) Après la période 1, j’ai un pause pour quinze minutes et en général, je joue avec mes amis.

4) Ensuite, je vais à la période deux et c’est aussi pour soixante- quinze minutes.

5) Après, il y a une pause encore et je reste pour cinq minutes.

6) Quand, c’est quatre période, je suis très enthousiaste parce que il y a le déjeuner après.7) Quand c’est le temps pour le déjeuner, je cours à la cafétéria parce que je suis faim.

8) Puis le déjeuner, il y a les périodes quatre et cinq et c’est pour cinquante minutes.

9) Si il y a un après l’école, j’ai resté jusqu’à quatre heurs trente.

10) Finalement, Si il y n’a pas un après l’école je vais à ma maison.

 

 

III. Après L’école

1) Premièrement, quand je reviens à ma maison, je lave.

2) Après je lave, je fais mes devoirs et ma sœur fait ses devoirs aussi.

3) Puis, il y a un temps de snack manger des nourritures.

4) Après, je continue mes devoirs parce que il y a beaucoup devoirs généralement.

5) Entre, des devoirs, je joue avec les chats ou je regarde youtube.

6) À 8h00, ma famille et moi mangeons le dîner à la salle à manger.

7) Après, parfois je aide ma mère avec fais les vaisselles.

8) Ensuite, je continue avec mes devoirs et je finis les devoirs avant 10h00.

9) Après je finis mes devoirs, je lave avant je vais dormir.

10) Finalement, je dors à vers 11h00.

Réflection unité 2

1. Réflection unité 2

Le autre réflexion (Critère A et B) est sur la papier et j’ai fini à la classe.

 1) Réflexion Critère C

Qu’est-ce que tu as bien fait?

  • J’ai utilisé beaucoup justifications dans le texte. Par exemple, pour le phrase «Ça m’énervé » j’ai justifié « parce que mes parents aime mon frère… ».
  • J’ai bien fais mon opinion aussi. Pour exemple dans le paragraphe finalement, j’ai mentionné mon opinion au sujet de « c’était injuste je me puni et mon frère est heureux ».
  • Aussi, j’ai utilisé le format, e-mail, bien car j’ai une adresse et un sujet avec le format. Aussi, j’ai le mot, « Bises ». Bises est kiss ou love en anglais et c’était utilisé sur la fin de e-mail.

 

Qu’est-ce tu pourrais améliorer?

  • Je peux améliore une conclusion parce que c’était très court et je peux additionne mon opinion en plus.
  • Je peux améliore le introduction et je peux parle salut ou une salutation pour mon amie.
  • Je peux améliore des exemples en plus pour pourquoi mon frère m’énerve.

 

 2) Réflexion Critère D

Qu’est-ce que tu as bien fait?

  • J’ai utilisé beaucoup des vocabulaires dans la famille moderne. Pour exemple, j’ai utilisé m’énerve, de favori, chouchoute etc.
  • J’ai bien fais les connecteurs (Premièrement, ensuite, après, alors, mais etc.)
  • Aussi, j’ai utilisé le COD et COI. Pour exemple, « mes parents le chouchoute ».

 

Qu’est-ce tu pourrais améliorer?

  • J’ai utilisé une vocabulaire des temps, « Hier Soir », alors je peux utilisé beaucoup des vocabulaire des temps pour le prochain Critère D.
  • Je pourrais améliorer le féminine, le masculin et le pluriel pour les mots. Pour exemple, j’ai écrite « ma parents » quand c’est « mes parents ».
  • Je peux utilisé les négations en plus parce que c’est un critère dans le critère D.