Film Analysis (Mr. Brooks) By Ryan Hatfield

Evaluation By Ryan Hatfield

1. In what way does your media product use, develop or challenge forms and conventions of media products?
Our film is a drama/thriller, like most drama and thrillers the story will end in a good way where the criminal in the film will either be killed off or put behind bars and there is normally a happy ending to the film, however our film differs from the rest; it follows the story of a girl who suffers from having a multiple personality disorder and has an alter ego who is always angry and out to kill (A similar story to Mr. Brooks); however yet again there is no happy ending it, it follows the life of Cassie, how she tries to overcome this problem in her life but the only time she tries to seek advice is once she has killed her boyfriend, nothing good comes from the end and just follows the grim life that Ivy her alter ego takes from Cassie.

2. How does your media product represent particular social groups?
In our film we do have a stereotypes the first one I would like to point out is the goth stereotype. Maria Demetriou plays as a woman who suffers from split personalities / multiple personality disorder where one side of her is a nice woman (Cassie) and the other half of her is evil/psychotic . We wanted to put an emphasis on this point and did so by using mis-en scene and acting. The costume was all black giving the sense of her being a goth and being dark. Also the film starts off when Cassie is skipping through a tunnel humming along to rhymes, this is making the audience think that Cassie is crazy.

However in our film we are also breaking stereotypes between males and females. Michael plays Cassie's boyfriend and comes across in the film as trying to be the most dominant over the two, however when Cassie is playing as her split personality it is clear that Ivy is more dominant than her boyfriend, this is breaking stereotypes as Ivy is more dominant in the film than Michael, and this is certainly clear in the scene where she stabs her own boyfriend for calling her by the wrong name.

3. What kind of media institution might distribute your media product and why?
We have chosen Universal Pictures to release and distribute our film. This is because Universal is a major distributor of action, mystery and thriller films therefore our film would sit perfectly in that category. Universal already have some similar releases, but our film differs as it is based on the life of a teenage girl suffering from multiple personality disorder. We are expecting a large amount of views of our film on release date and we will think the film will do well. The film will also be advertised on television adverts, in magazine posters and on billboards so that the audience knows that our film is being released soon and will build up the suspension for them to go and watch it.

4. Who would be the audience for your media product?
Our target audience for this film is for both men and women aged 15-40. We have included the ages between teenagers to middle age as we believe this film would appeal to that age range; and also appeals to both men and women. The certificate for our film is a 15 due to a fact of a violent scene. However it cannot be certified as an 18 as language is clean, there are no sexual scenes and the stabbing scene is only of moderate violence and is not really gory or graphical; therefore our certificate is a 15.

5. How did you attract/ address your audience?
Firstly we have used young characters this is to attract the younger audience between 15 and 21. The genre also attracts our audience as our film is a drama/thriller therefore all fans of that genre would be interested in watching our film. The start of our film actually starts with the end of the story, and the rest of the film is how Cassie/Ivy got to where she was by having a series of flashbacks, this keeps the audience interested as they want to find out why is Cassie having these blackouts and why isn’t she seeking help about her sickness?. Starting the film from the end of the story keeps the audience interested to find out how it all started for Cassie/Ivy.


6. What have you learnt about technology from the process of constructing the product?
Since constructing our film I have learnt a lot more about technology both in software and hardware.

First of all I learnt how to use a video camera (Sony HDV1000) professionally for example, always filming with a tripod, setting the white balance and colour levels so that the final video would look professional and pleasing on the eye. Once we had taken our shots we then had to transfer our footage into a piece of software called Final Cut Pro HD which is used for editing. Here I learnt how to arrange clips into the final film; I also learned how to add transitions and effects to clips such as using the cross dissolve and fade to have a smoother transition in between the different clips. We also had to learn to use a zoom recorder as at the end of our film we have used a voice over from our main character. I also used live type and adobe Photoshop, this was to create the titles for our film and then animate it.

7. Looking back to your preliminary task, what do you feel that you have learnt in progression from it to the full product?
From the preliminary task I feel that I learnt a lot more things when making the final film. Firstly in the preliminary task the acting and dialogue was a little different on each clip we had filmed, therefore when we had come to edit the preliminary task together it would not cut together as different movements were going on and the dialogue did not fit together. From this I learnt that there must be a set script in the film and the actions that each of the actors does have to be the same each time so that the film can actually be pieced together shot by shot. Because we made this mistake in the preliminary task once it came to making the final film this was not an issue, as editing the film together was very easily done.


word count: 1,099

Evalution and Film Analysis

Analysis of a film- opening scene. Knowing By Maria Demetriou

The film begins with an eye line match showing the sun in the sky as clouds move in front of it. The camera then cuts to show a close up of a girl named Lucinda’s face, looking up at the sky. While that is happening there is diegetic sound of muffled voices whispering that only Lucinda seems to be able to hear. The camera then moves back until her shoulders are in the shot, then cutting to an establishing shot revealing where the girl is, which is in a playground with children playing. The camera is positioned on top of the steps looking down on the children, all of whom are playing in groups apart from Lucinda who is on her own, furthest away from the camera with her back to it looking up at the sky. The position of the camera signifies the youth of the children.
The characters are all dressed in late 50's style clothing as the film is set in Lexington, Massachusetts 1959, which is written on the bottom of the screen in white in this shot. All the children are dressed in brightly coloured clothing where as Lucinda is wearing dark, dull colours showing a contrast between her and everyone else.
The next shot is again an establishing shot which shows Lucinda positioned to the left of the screen, still looking up as her fellow class mates run past her without even noticing her. In the background you can see the school and other children playing.
The next shot the camera is at a low angle looking at the school entrance, when her teacher comes down the steps telling the children it’s time to go inside. The shot then moves to an over shoulder shot, now showing both Lucinda and her teacher with their backs to the camera. The teacher keeps calling Lucinda telling her it’s time to come in but Lucinda doesn’t seem to be able to hear her. Again the camera shows a close up of Lucinda face as she is looking up at the sun. During this there is diegetic sound of children’s voices and the teacher shouting that it’s time to come in as well as non diegetic sound, which is eerie music playing indicating that there is something not right. There is another eye line match from Lucinda’s face to the sun which keeps getting brighter until the screen is white, which cuts to the next scene where they are all in the classroom. The children are all sat at their desks as the teacher is telling them who has won a competition they entered, which turns out to be Lucinda. The children are all whispering and the camera shows a reaction shot of Lucinda’s face after she hears she wins. The task the children were then all given was to draw a picture of what they thought the future would look like in fifty years which they were then going to place into a time capsule. The teacher takes the time capsule and places it onto the desk, there is then a crane shot showing the bottom of the time capsule to the top. When the teacher reveals that it is a time capsule there is a reaction shot showing the children’s faces. The children are told to start drawing. As they are working the teacher is moving round the room looking at their work, the camera does a pan shot, showing this. There is slow music, non diegetic sound, in the background as they work, giving a sense of calm.
The next shot is an over shoulder shot showing Lucinda working on the left hand side and the rest of the class towards the right. The teacher tells them that their time is up and must stop, but Lucinda carries on. The next shot is a medium shot showing Lucinda bent other her desk writing frantically on her piece of paper. The shot then goes back to the over shoulder shot as the teacher comes to Lucinda’s desk telling her that she has to stop. When she notices that Lucinda hasn’t drawn a picture like she was asked, the camera goes back to a close up of Lucinda’s face, revealing that she isn’t paying attention and is completely focused on her work. There is then an eye line match which reveals to the audience what it is at Lucinda has written. She has done a page full of numbers. At this point the muffled whispering from the beginning of the film starts again. The teacher then takes the paper away from Lucinda so she can put it into the time capsule. There is another reaction shot showing Lucinda’s face revealing that she has only just realised what has happened as if she wasn’t even in the room. The camera then shows the teacher walking away with her work in her hands. The next shot is again a reaction shot this time showing worry on Lucinda’s face. The next scene is the day when the time capsule is going to be buried. The shot starts off looking down the hole that the time capsule is going into to go in, there is a crane shot from the hole to the podium that the head teacher is stood on making a speech. When he is finished speaking the school band start to play their instruments, two men prepare to bury the time capsule. The next shot shows Lucinda’s teacher again as she is looking round, there is an eye line match revealing Lucinda in the back of the crowd. She is wearing a white dress, the white symbolises her youth and innocence. She is holding a yellow balloon in her hand which adds to the effect the dress is giving. There is a close up on Lucinda’s face showing that she looks worried, the camera cuts to show the time capsule being buried, at this point the sound becomes quieter and doesn’t sound right. There is another eye line match from the teacher revealing that Lucinda is gone and that the balloon she was holding is flying away. The balloon flying away could symbolise Lucinda beginning to lose her innocence and sanity.
The lighting through the film up to this point has been very bright and sunny but changes in the next shot to night time when it is very dark. There is very little light and most of it is coming from the torches of the police and others who are looking for Lucinda, there is and establishing shot to show this. The camera then follows Lucinda’s teacher as she is looking for her. She goes down some stairs the shot is a low angle one looking up at the teacher. Once she gets to the bottom she hears some noises, there is close up to show her reaction. She notices that the noise is coming from a room next to the stairs and goes to open it. She finds Lucinda there with blood on her hands which is shown in a close up. As soon as she opens the door the muffled whispering stars again. There is a reaction shot to show the teachers shock to find Lucinda in this way, shaking with blood on her hands. There is then an eye line match to show how Lucinda’s hands got the way they were. This reveals to the audience that she carved numbers into the wall with her nails. The next shot is a medium shot; Lucinda is shaking begging her teacher to make them stop. The shot goes back to the teacher, the light for her torch becomes the sun as there is a graphic match and it is fifty years later.

Character profiles by Vash Jezek

DC. David Williams

David Williams is 25 years of age and lives alone in Rotherham. His father was murdered while on duty. He was stabbed in the chest and by the time someone arrived it was too late, David was only 15 at the time. David decided to follow his dads footsteps as a detective constable and he has been a DC now for well over 5 years and loves his work and is passionate about his career.

DC. Richard Sparrow

Richard Sparrow is 24 years old. He has a wife April and lives in Sheffield. In his earlier career, he has served the British military force for almost 5 years and has served at Afghanistan with the royal marines. He had seen enough violence, so he decided to find a quieter job with his expertise, recently joining the South Yorkshire police force as a detective constable.

Vash's Evaluation questions

1 In what way does your media product use, develop or challenge forms

And conventions of media products?

In our film. We aimed to show a thriller/mystery genre of this great movie Blackout. This is shown in our title sequence straight away, when Cassie/Ivy is diagnosed with a multiple personality disorder (MPD). She argues vigorously with her boyfriend Michael, shouting and screaming and as soon as her boyfriend calls her the wrong name a multiple times, Cassie stabs him with a pen knife. Some strangers see the body and scream and then she blacks out. This is a very familiar movie to “The Three Faces of Eve” as it has a very similar storyline following a girl with a multiple personality disorder. The thing which mostly indicates that this is a thriller is that when Cassie/Ivy wakes up on the muddy dirty floor in a park tunnel and she sees a couple of detectives taking her into custody on suspicion of murder.

2 How does your media product represent particular social groups?

The social groups represented in our film are that of teenagers aged between 16-17; these consist of 2 females and 3 males in the movie. This links well into our target audience as our film is mostly aimed at the younger/middle aged audience 15-45 of any ethnic backgrounds, cultures and sex.

3 What kind of media Institution might distribute your media product and why?

We are hoping to get our film distributed quickly by Universal pictures because it is one of the biggest film distributors in the world and they specialise in distributing mainly thriller movies etc. They will distribute our film also via many different, smaller companies like Milkshake films etc. And our film fits into that category. It will most definitely be a TV movie because we expect our film to be the dark horse in the movie cinema releases of 2011 and make a big profit. Our film will be selling such things as Blackout T-shirts, worn by Cassie, posters etc. We will also be selling books about the film for the keen readers.

4 Who would be the audience for your media product?

The audience we have chosen for our film is mostly 15 to 45 year olds and can consist of any gender, ethnic background etc.

The film which is very similar to ours is the old film “The Three Faces of Eve” produced in the late 1950s. This film’s is also about a woman that has a multiple personality disorder and follows her struggle to cope with these different people inside ones body. In this film they are trying to help Joanne Woodward (Chris Costner Sizemore) and cure her MPD like in our film Dr Bentley Cassie’s psychiatrist is trying to help her. The film is also a thriller/mystery genre like ours.

The classification of our film is a 15 because it contains moderate violence and strong language.

Here is a link to the BBFC website: http://www.bbfc.co.uk/#

5 How did you attract/address your audience?

Our aimed audience is 15-45 year olds, any gender. The things that will appeal to our audience are that our film has some very dramatic sequences that draw the audience in. There is a particular death in our film and that appeals to the male gender because it is a scene full of adrenaline, but can also appeal to females. The murder of Michael in our film will terrify most viewers because it is though that the killing genders are mostly men and not women.

As the audience witness the murder of Cassie’s boyfriend Michael, the audience is drawn into the movie via the two personalities that Cassie has to put up with, makes the audience think what they would do in her shoes. E.g would they have killed Michael or instead take his advice etc. This makes the film even more enjoyable as the audience are drawn into the film via this scene.

Upload stills or video from your sequence and identify how certain features attempt to engage your audience.

6 What have you learnt about technology from the process of constructing the product?

When we were filming our film, we have encountered many problems. We planned on filming our film in a very publicly crowded space which meant that we never got the shot we wanted because people were always walking by. To resolve the issue we planned our film sequence without actually filming to get every thing spot on and done accurately and quickly. We decided to film at the location on a Saturday morning instead of the normal work day because it would be quite, and because we rehearsed everything the time before we could get everything done well and fast before it got crowded again.

The other problem which we had when filming was that we were filming outside Alhambra shopping centre in Barnsley. And we captured the Alhambra logo in our film; we resolved this problem by getting permission of the security due to copyright.

The other equipment that we used was microphones for voiceovers. This was used for the last part of the film when Maria Demetriou as Cassie recorded her voice over that would be put into the scene where she is at her psychiatrist’s appointment with Doctor Bentley. When using different editing software, I learned how to put many effects on to our film such as Blur, fade out/in etc. This was particularly useful when I and Ryan were making the flashy title sequence.

I did use garage band for some time and came up with a quick sound effect for our car scene. Unfortunately the car scene could be possible to make as Ryan’s car was scrapped on such short notice.

7 Looking back to your preliminary task, what do you feel that you have learnt in the progression from it to the full product?

For the planning, we worked on the research of locations and taking photographs of them to choose the most suitable location for our film. We compared many different films and picked out the film which is the one that will give us the best idea “The Three Faces of Eve” Further more we have compared other groups to see what they are doing to get some ideas on filming technique etc. We have learned how to consistently keep filming without making errors and how to use the editing software such as I movie a lot more efficiently. We knew what shots we needed to capture and what order to edit it in. This helps the process to be smoother.

Some shot types such as point of view have been mastered by our group because we do have such shots in our film and we had a lot of practice. I feel confident using all kinds of filming equipment on my own because I had such great practice with them on my own.

I do feel as our end product is going to be very good because we have put loads of time and effort into it and we were motivated by it.

Evaluation By Maria Demetriou

1. In what way does your media product use, develop or challenge forms and conventions of media products?

Our film Blackout is a thriller/drama film, we took stereotypes of what we as a group thought consisted in a thriller/drama film, such as a villain who was portrayed by the character Ivy the alter personality to Cassie, the victim, who in the end causes the ‘death’ of Ivy. The opening scene shows Ivy kill, Cassie’s boyfriend Michael. Unlike most thrillers where there is a villain, hero and a ‘damsel in distress’ Blackout doesn’t follow the classic ending where the hero defeats the villain and gets the girl, therefore I feel it challenges the conventions of a thriller. The villain Ivy, is in the same body as the ‘damsel’ who towards the end saves herself but ‘killing’ her other personality who was responsible for killing all Cassie’s loved ones including her family. There is no hero who will come and ‘save the day.’ The film shows Cassie trying to piece together bits of her past to discover what really happened, which creates a sense of mystery where the audience will be drawn in.

2. How does your media product represent particular social groups?

Blackout does not follow a typical stereotype for young women as the main character Ivy, in the opening scene, kills her boyfriend. In thriller/drama films the murderer is generally a man, while the women portray a “damsel in distress,” waiting to be saved, although there are some exceptions such as “Obsessed” where a man is being stalked by a woman. The man’s wife also plays a strong female who goes tries to stop her husband’s stalker. This influenced us as we wanted to create a strong female character, Ivy, which we contrasted with her other personality Cassie, who is the complete opposite and does until the end of the film portray a “damsel in distress.” I believe our film will attract our target audience aged 15- 45, as we have used character who are simular ages. The female lead is a college student, along with some other charaters, although there are some adults such as the police and a psychiatrist. Eventhough the film is focused on a woman I believe that Blackout will also attract a man audience as there is the film includes bloody scenes, which is also shown in the opening scence where Ivy stabs her boyfriend Micheal. The film is also a mystery which will keep the audience interested and whating to know what will happen next.

3. What kind of media institution might distribute your media product and why?

I feel that Blackout could be produced by a major studio such as Universal Pictures because it is similar to many thrillers but the differences such as having strong women such as Ivy and towards the end Cassie, which will attract a wide audience. I feel that Blackout would have a similar budget as thrillers such as “Obsessed” and “Jennifer’s body,” and would have a similar reaction from audiences therefore, I feel it would do well as a cinema release. Blackout would be advertised with TV trailers and posters.

4. Who would be the audience for your media product?

Our target audience was both men and women aged 15-45 years old. I believe our film would be successful to this audience as we included characters of similar ages.

We felt Blackout didn’t qualify as an 18 as it doesn’t include any serious images of sexual activity, violence or torture and therefore would fit better as a 15.

5. How did you attract/ address your audience?

We attracted our audience by involving characters of a similar age group as our target audience (aged 15-45.) We also used conventions of a thriller to help attract thriller fans. I feel that the opening begins by building tension during the fight between Ivy and Michael, and when the audience then see’s things through Ivy’s eyes, shown in a point of view shot, after she kills Michael backs up the point Michael was making which was that Ivy was sick. This is shown when Ivy faints, to show this we used a fade, indicating Ivy losing consciousness. The lighting in the film, I feel wasn’t dark enough. This would have gone better with the scene as opposed to a bright lighting which gives a false impression, such as something good is going to happen as opposed to bad. I feel that the voice over worked well as it indicates that the rest of the film will consist of a series of flashbacks in which Cassie has to discover the truth of what really happened to her family, which keeps that audience interested as they too, want to know the truth. I feel that the editing is good quality, the shots flow together well and the effects help add to the film.

6. What have you learnt about technology from the process of constructing the product?

I learnt many different things during this project such as how to use the Sony HDV 1000 camera and tri-pod. I also learnt how to use the editing software Final Cut Express. I have never used a Sony HDV camera before, but I learnt how to use it quite quickly and felt that it went well. I only filmed a little bit as I played the main character and therefore in most of the scenes, so I could only film ones I wasn’t in. We faced some problems when filming as some members of the group couldn’t film on the days we planned, as a result of this we were forced to film parts without them. I leant many different things on Final Cut Express and was able to upload the film onto the computer. From there I learnt how to cut parts of the film together. I also recorded a voice over which I then added onto the computer which I then put on final cut. We used a lot of fades in the film, this signified then end of the opening sequence and also my character’s point of view shots (POV). It showed that the audience was seeing it through the characters POV.

Final Cut Express

7. Looking back to your preliminary task, what do you feel that you have learnt in progression from it to the full product?

Since our preliminary task I feel that I have gained more skills which helped improve the quality of the film. This was done by planning thoroughly, which involved a storyboard, detailed treatment, and research. Since our preliminary task we have learnt different techniques which we were able to add into the film, such as POV shots, eye line match and adding effects such as fades. We used more shots in the film than we did in our preliminary task and the shots we had used we did better for the film. Since our preliminary task my confidence with the equipment has grown.

Character Profile - Dr. Bentley

Dr. Bentley is Cassie/Ivy's psychiatrist and has been ever since Cassandra was diagnosed with her mental health problem.

Character Profile - Michael Brady

Michael Brady is a 19 year old student currently studying Graphic Design at Leeds University. He lives in Sheffield with his girlfriend Cassie. Cassie has Multiple Personality Disorder so Michael has become her carer as she doesn't realise she has this mental health problem. Michael only plays a small part in the film as Ivy, Cassie's other personality kills him after he called her by the name, Cassie instead of Ivy.

Title Sequence Example 1 By Ryan

This is the title sequence called Virus82. This is not a real film as this was a project that was carried out by a university student as part of their digital media degree. By the looks of this title sequence it is not the same genre as the one we are creating; as this appears to be a horror film. However there are effects used in this sequence that could be used in our film The Blackout.

Firstly it appears that there has been a filter added to the clip which makes the room appear alot darker than it really is. We would use this in the shots of the tunnels as it would give the film a more scary/mysterious feel.

Secondly the effect that has been used on the text is what we could use in our film as it looks very professional and would fit our genre well. Also the flashing between each clips looks good on top of the moving text which we will also use in our opening title sequence.

Story Board

Risk Assesment By Vash

Individual task Vash Jezek

I have chosen Pulp fiction as my individual film because the film is very similar in the way that we are making ours. Straight away in the opening scene of the film, the films goes into action with a robbery in a local diner. The credits of the film and actors names come on at beginning of the film which the film starts at the ends it self.

Script by Maria and Lauren

EXT.TUNNEL-DUSK

IVY comes skipping into the tunnel humming, followed by her boyfriend, MICHAEL. They are having an argument.

MICHAEL grabs IVY by the arm.

MICHAEL

You're being ridiculous, have you

even taken your medication today?

IVY giggles.

IVY

That's for sick people, I'm not

sick!

MICHAEL

Don't start all this again, you know

if you don't take your medication

you'll start having panic attacks

again

IVY

It wasn't me having panic attacks,

it was Cassie, she is weak, pathetic

and useless. I hate her!

MICHAEL

(angry and frustrated) You and Ivy

are the same...

IVY

(angry) I'm Ivy!

MICHAEL

Sorry, you and Cassie are the same,

so you are going to have to live with

each other! You need to realise

that you are ill and you need help Cassie...

IVY

(louder, angry) IVY!

IVY starts pulling the knife out of her long, lacy fingerless glove.

MICHAEL

(apologetically, irritated) Sorry, sorry Ivy.

Why don't you come with me and we will go see

your psychiatrist, Dr. Bentley. Remember

her? She can help you Cassie!

Knife comes into view.

IVY

(shouting, angry) IVY!!

IVY stabs MICHAEL in the lower torso.

A look of shock flashes across his face.

He falls to the floor.

IVY

(disgusted, looking at the knife)

Now look what you've done.

IVY leans over him and wipes the blood off the

knife, onto his shirt.

A passer by then screams as they witness the

murder, IVY then blacks out.

CASSIE wakes up to see policemen around her.

CASSIE is put in the back of the police car

and driven away.

TITLES

CASSIE is sat with the psychiatrist

talking with her.

DR. BENTLEY

Hello Cassie. How are you feeling

today?

Long pause.

DR. BENTLEY

Do you remember what happened?

(voice over) CASSIE

It wasn't always like this, I was

happy, I had a family, a

brilliant boyfriend, I was doing well

at school. It's different now,

everything's changed.

Audience Questionnaire by Maria and Lauren

Shooting Script by Maria and Lauren

EXT. TUNNEL - DUSK

SHOT 1 - Establishing shot – ELS of tunnel

PAN to show surroundings

TRACK into tunnel

SHOT 2 - LS IVY skipping into tunnel

MS MICHAEL grabs IVY’S left upper arm

SHOT 3 - MCU OVER SHOULDER MICHAEL - MICHAEL speaks IVY giggles off screen

SHOT 4 - MCU OVER SHOULDER IVY - IVY speaks

SHOT 5 - (same as shot 3) MICHAEL speaks

SHOT 6 - (same as shot 4) IVY speaks

SHOT 7 - MS MICHAEL and IVY speak

SHOT 8 - (same as shot 3) MICHAEL speaks

SHOT 9 - CU IVY’S face – IVY speaks

SHOT 10 - CU knife coming out of glove behind back

SHOT 11 - LS OVER SHOULDER SHOT see IVY pulling knife out of glove whilst MICHAEL speaks then IVY speaks

SHOT 12 - MS knife comes out swift movement into MICHAEL CUTS STRAIGHT TO SHOT 13 BEFORE KNIFE HITS

SHOT 13 - CU MICHAEL’S reaction to stabbing

SHOT 14 - LS MICHAEL laid on floor IVY stood over him holding knife dripping with blood

SHOT 15 - CU knife with blurred dead MICHAEL in background IVY speaks then knife blurs and MICHAEL comes into view IVY wipes knife on MICHAEL

SHOT 16 - MCU woman screams as she witnesses the murder

SHOT 17 - MCU eye line match IVY fade to black

SHOT 18 - MCU fade from black into scene, blurry vision, two policemen’s faces

SHOT 19 - LS CASSIE gets into back of police car, PAN as car drives off

SHOT 20 - MS CASSIE and DR.BENTLEY in conversation, DR. BENTLEY speaks, gradual zoom into CASSIE’S face. VO, fades to black