Bubble Gum- Pantomime/ Physical Gag

1. Pantomime/ Physical Gag Short Film- Bubble Gum

2. Short Reflection


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.

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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.

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Low angle of Luke

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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>.