[Quick Summary: When an art teacher arrives for a one year stint at Wellesley, an all women's university, she challenges her students to think differently.]
In my own scripts, I am often afraid the reader will not understand, so I over-explain with a lot of slug lines.
Thus, it was refreshing to see a script that uses the hard CUT TO: with very little explanation, and it is still clear what is happening.
Why does this work here?
I think perhaps because there's still a unity of character. Here, the CUT TO: is essentially a pivot for the viewer - same character, different setting.
For example, in the scene below:
- Katherine is showing her first art class slides and debating what is good art.
- This is followed by a hard CUT TO: Katherine considering a room for rent.
- Note the unbroken flow from professional Katherine to private Katherine.
- Note also that the writers understand how to translate cinematic language on the screen versus written language on the page. ON THE SCREEN: Nancy speaks --> we see the room. ON THE PAGE: CUT TO: --> Nancy's line --> "pull back to" --> the slug line.
INT. CLASSROOM (CONTINUOUS)
...CLICK! She startles them with ANOTHER SLIDE. A STUNNING, HANDSOME MAN WITH LONG GOLDEN RINGLETS.
KATHERINE (CONT'D): Albrecht Durer, Self-Portrait, late fiftheenth century.
JOAN: Where does this fit in?
KATHERINE: It doesn't. He's so dreamy I just like to look at him.
And the girls burst out laughing led by Giselle. Katherine is thrilled. Betty is fuming.
CUT TO:
NANCY: Don't you just love Chintz?
Pull back to reveal that we are:
INT. VICTORIA HOUSE - BEDROOM - TWILIGHT
An explosion of floral patterns on every surface. Katherine stands, holding the real estate section of the WELLESLEY NEWS.
NANCY: And look.
She pulls back the floral bedcover to reveal matching floral sheets.
KATHERINE: They match.
NANCY: Sweet, right?
WHAT I'VE LEARNED: I'd never really considered the hard CUT TO: could be used with unity of character.
Mona Lisa Smile (2003)(4/2/02, 2nd draft)
by Lawrence Konner and Mark Rosenthal