Main Post 12.7

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

First Project: Preliminary Task

As you can notice that there is too much headroom in my first piece of group work.

  

Second Project: 9th Grade

When filming, I made sure that there was enough headroom, not too much and not cutting the top of the main characters head. 

In our previous group preliminary task, we realised that there was plenty of headroom when we were meant to do a ¾ shot of both of the characters exchanging their dialogue. So this time we ensured that there was a correct amount of headroom when the characters get ready to leave the classroom.

Also in our first project we found that the whole footage was filmed on a tripod, so this time to give a different effect we thought it would look good to do some 'hand held' filming, and this also makes the audience feel that they are involved with the film and know whats happening.

I thought that the second project that we had done was a successful result and although there weren't any dialogue in the shot, the expressions made by the characters e.g. when the popular kids gave a look of disgust to the nerdy kid when she had toilet tissue roll stuck to her feet, and the music playing in the background did actually make the footage look more professional and American comedy genre films tend to have music playing in the background.  

Main Post 12.6

What have you learnt about technologies from the process of constructing this product?

1) Adobe Premier:

As a group, we used this software to edit our opening sequence, although I had used this software before in my previous group project, I did find it quite confusing however after doing it more and with the help of teachers and the members of my group, it started to make more sense and became more easier to understand.

2) Internet Explorer:

I used the internet explorer to find and research the history of genre, and to see how much profit/money a comedy genre film had made. I also used the internet to find pictures, and watch some videos about comedy.

3) YouTube:

After we had finished doing our focus group, the actual opening sequence and the audience feedback, the footage then got uploaded onto YouTube by the teacher and then we had to export the video onto our blog. We also used YouTube to research opening sequence's to help with our comedy genre film.

4) Microsoft PowerPoint:

Since the blog only accepted JPEG files I had to use the software Microsoft PowerPoint because this was the only way that I could actually change the pictures in to a JPEG file.

5) Samsung Camera:

We used the samsung camera to take shots of the location we used for our opening sequence, we needed the photos for our pre-production and list all the hazards that could happen in each location that we used. 

6) Scanner: 

Some of the work that we had done was hand written/drawn, so we had to scan it in, save it as a PDF file and then export it on to the blog.

7) Google: Google was a very important website as I got most of the pictures from there, especially for the moodboard that I had produced. We also used Google to research information about the genre 'comedy'.

8) Word: 

The software 'Word' was most useful when I produced the post production and pre-production documentation. This was because I had a lot of writing to do and to make sure that there was no mistakes and grammatical error, this was also the right software to produce a table.

9) Cassette:

The cassette was very important because without that, we wouldn't have been able to record our film, the tape did reach to the end once and that therefore did not capture one of our scenes, however we did just get another cassette and recorded the shot again.

10) Video Camera + Tripod:

We used the tripod throughout our video as we needed most of the scenes to be steady and not unstable. We used the video camera to capture all our footage, it was very useful as we could look back at the footage after we had done the scene shots.

11) Blogger.com:

I used this website to publish all the work that I had done, including all the pictures, videos we made and any additional written work. I have never used this before so it was quite confusing at first however once I started using it regularly I got used to it and didn’t really encounter any problems with it.

12) Unsigned Band Web:

We used this website to find music that was not copy-righted, this website was very useful as it had the list of genre type music and what would suit for our piece of work. 

Main Post 12.5

How did you attract/address your audience?

Our media product can be seen by a young audience, it would receive a 'U' BBFC rating as its suitable for all ages however our main focus is from an age between 8-18. The film as a whole is suitable for all ages because this footage does not contain any upsetting or inappropriate images. Although it shows the main character being bullied all the time, the things that happen to her won’t make you feel sorry for her, instead it will bring out humour and laughter e.g. Mr Bean. Nevertheless there is a happy ending to the whole film itself.
We addressed our target audiecne with the setting of a school; the mise-en-scene, this was obvious to the audience because they can tell by the mise-en-scene, the location and the diagetic sound of a school bell.

Whilst doing the audience feedback, we gathered a range of people, 3 of whom were our friends, 2 male ages 16 and 17 and one female age 17, and another 2 young boys, both aged 14. We asked them a few questions, some from the questionnaire that we had done. ‘How they thought the opening sequence went’, ‘would you go and watch it with a friend’. We thought it would be best to get different age groups so that we can get a realistic feedback.

   

Main Post 12.4

Who would be the audience for your media product?

After doing a lot of research, incuding the questionnaire that we have found showed that the genre comedy is mainly aimed at a younger audience, both male and female and an age range between 8-18. The reason why young people would want to watch a school based teenage film is becasue its relating to them and they could understand it easily, also after getting the questionnaire results, we found that they would rather go to the cinema with their friends rather than someone older or younger so they can view the film and also talk about it.

Here is a typical young teenager, her name is Emily, she attends school and knows how a normal school life is. Emily likes to have a laugh, going cinema, hanging around with friends, going shopping and she is a very outgoing person. Emily would suit watching this film as she likes to have fun and enjoys going cinema so '9th Grade' would be a perfect film for her to watch with her friends.

Main Post 12.3

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

There are many ways in which to distribute our film
The kind of media institution that would distribute our product would be a highy well known company, and that would be the SONY company, as they normally globally distribute their films, spreading it world wide, if not atleast to the USA. Some of the films that Sony have worked with are 'Bridget Jones' Diary and Drillbit Taylor. Drillbit taylor was an Americanised school based film, this film had given us the idea as our 9th Grade characters were based on the Drillbit Taylor characters. Therefore the company Sony would best suit to distribute our film.

However. knowing that the 'Sony Pictures' is very big and well known distributor, therefore realistically there is a low chance of our film getting distributed as the cast and crew are not well known, so we have to start small and see where it goes.
The role of the production company would produce our film by raising funds and holding charity events to produce a new film. The company can also adversities the film by joining with another company, this is called 'convergence', this is when two companies join together to produce/distribute/advertise a film for example internet, to develop promotion and therefore getting a wider audience, so they can preview our film and therefore getting a wider audience.
Overall I believe that the british film distributor 'Momentum Pictures' would be an ideal distributor for our film because it is cheap however although it is not very well known, Momentum's most successful theatrical release includes 'The Kings Speech' so there is a chance of our film getting big and hopefully grossing in a fair amount of money.

 

                                                                                              

Main Post 12.2

How does your media product represent particular social groups?

                    

The social group that we represented our main character was as a 'nerdy' character. This is shown by the character clothes, and her big glasses and holding the text books. This sort of characters is mainly based in American movies and that’s why he chose that sort of look. The character also seems to be very lonely as she has no friends, in the footage it shows that she is sitting in the front of the class, whilst all the popular kids (including the bully) sitting in the back, looking at their phones and messing around as the nerdy kid is very serious and all set in doing her work. This is how the teenage Americans are normally represented so our opening sequence is a successful Americanised film.

                

The other social group that we represented was the typical popular American 'bully', we done this by making the bully look rough and big. We used the mise-en-scene by representing the bully as wearing dark clothing, along with a leather jacket, the bully also seems to have a friend with at all time unlike the nerdy kid who has no friends. I thought that our characters did look very American as the mise-en-scene and location did suit the American themed comedy genre. We dressed this character in dark clothes to represent the stereo-typicalness in this, to show that he is hard and no one should 'mess with him'.

'9th Grade' --> 

<--'High School Musical 3'

High School Music is a school based American movie, our 9th grade location suited the whole american school theme because, in one of our location we deliberately done a shot where there are lockers, the reason for this was because most American school movies tend to have lockers surrounding the school building. 

Main Post 12.1

In what ways does your media product use, develop or challenge forms and conventions of real media products?

Genre
The genre of our opening sequence is ‘Comedy’; it is a school based comedy, the reason why we chose this is because being  a teenager ourselves, we already know what is funny and how people will react to it. In the footage, one of the things that we had done to make the whole film comical is when  the bully ties the characters shoe laces together  without her knowing, resulting in her falling over.

Structure of sequence
After looking at our opening sequence, the structure supports the conventions of real media products as it successfully establishes the whole comedy theme, we even used an actual comedy genre time line to make it as realistic and conventional as possible. Also at the beginning of the footage, we faded it in, which is conventional as most comedy genre films seem to fade in, and then continue from there.

Style/colour of font
The font that we used was a white san serif; we displayed the credits on dark backgrounds. The font was very soft and almost handwritten as it matched the theme of the whole school comedy based film. The font suited the typical comedy conventions as the hand writing presented a cool, young normal, ordinary school.  

Style of presentation

Our film as a whole was presented and aimed to be a typical Americanised school based comedy; therefore we had to do the complete opposite to a normal British school, which meant that the 9^th Graders (Year 8) had to wear non-school uniform. The colour and font we chose was a white sans-serif as it looked childish and very teenage; this connotes the idea of the school being a typical teenage high school.

Narrative enigma

The narrative enigma is conventional and aimed to suit a teenage audience. The whole plot of our opening sequence is about a girl who’s always getting bullied, this straight away raises the following questions: ‘why is the girl getting bullied’ or ‘Is she going to stand up for herself’. These enigmas are conventional as a normal teenage person do go through some of these issues so therefore the audience will understand the whole plot and making the film successful.

Introduction of characters

When introducing the characters we immediately had a long shot of the main character running in to school late, very unorganised and nearly tripping over whilst pulling up her socks the represents the character as being nerdy and clumsy. For the next shot we had the bully tying the main characters shoe laces together, and the audience can straight away see that it’s a normal typical school based comedy.  

Camera
In two of the scenes, the opening sequence had been ‘hand held’, we did this so the audience will feel that they are part of the film and feel like they are following the main character. When watching some comedy genre films we realised that most of the shots were medium close ups and ¾ shots, so we did use them shots so that they could be easily established by the audience.  

Sound

In our opening sequence, we did not have any dialogue however we did add an uncopyrighted song, which plays from the beginning and fades out until the end of the video, the song develops and forms conventions of a real media product as it is a rock music an genre and teenage Americans are particularly being labelled as ‘young cool punk’ teens.

Editing & Special effects

As we were working in the school we didn’t really have any choice but stick to an easy simple opening sequence and most of our footage was already in chronological order so we didn’t had to rearrange. We used a range of stationary to create the title of the film ‘9^th grade’ for this we placed the pens and pencils on a cling film, throwing it towards the camera, we then used the editing by reversing it and forming the title of the film.

Mie-en-scene
The opening sequence represents the main character as a ‘geek’; this is shown by her wearing high socks, big glasses and a minimal amount of make-up. The character is also very clumsy as she falls over and this makes the audience want to laugh at her. The Bully however is shown to be tough as he is wearing a dark leather jacket, un-tucked shirt and black trousers; the bully is represented as being a ‘cool popular’ kid in the class.

12a: Evaluation- Audience Feedback

This is our focus group, we gained feedback from them by telling them a few questions, and some questions that we already had from the questionnaire that we had previously produced. We gained a good response from them as one of them said that it was 'really funny' and the 'music went well with the opening sequence'.

The audience also said that they would carry on watching the film and that they would watch it with a group of friends as 'its a sort of film that you would watch a film with a group of friends'. 

Overall I was happy with the feedback that we got, as they found it funny and would watch the rest of the film, the targeted audience was a successful result. 

Main Post 11- Final Opening Sequence

Post 10- Post Production

Logging Rush
This is the logging Rush that we used to help us to decide which scenes would best suit for the film as a whole, the second scene shots were good enough as the first scene shots were just to test and try if everythings ok including the cast, camera movement and all the equipments used there. Whilst filming we also had line breaks as we a feww issues with the tape however this wasn't mcuh of a problem as we continued filming the next day.

After we finsihed capturing all the footage from two different tapes, we cut and arranged them on to a timeline using the software 'Adobe Premiere Pro Project', the writing font that we chose was called the sans-serif font as we thought it stood out and suited our whole comedy theme.we started to put the credits on different objects to see where i best stood out and was clear enough to read.  

Afterwards we added the sound and the countdown timer to the start of the opening sequence.

We then added the cross disolve effect at the beginning of the opening sequences so that it looks as if the whole video is continous, after researching about a typical comedy film, we found out that the credits displayed should be atleast 3 seconds long, and so the viewers have enough time to read it.

Here is the part were we added the sound, at the en of the footage we added a school bell which is allocated in the bottom of the timeline. We didn't use any ordinary bell, we used one that sounded american and that was mostly used in american movies. 

After adding the Bell sound, we then added the music in the background, one of the group members found a track, which was an unsigned, the track was called 'Worn Out', the music played very well and suited the comedy genre. We had to replace the other track 'Just a day' as we weren't too sure if it was signed or an unsigned band. 

After we had finished doing all the editing, we watched through the footage, and i personally thought that it was a successful piece of work as it did make me laugh, especially when the main character fell over. We also showed it to our focus group and gained some feedback from them. 

Main Post 9- Production Report

Production Report
We had to split our filming in to 2 days, this was because we had a low battery and a tape issue, The weather was in fact good as we wanted it to be a dry, sunny, fairly warm day so the co0ntinituy f this wasn’t an issue.
In scenes 2 and five, the classroom we used had a lot of natural light coming through which affected and darkened the characters down so we had to re-arrange the classroom to prevent any light shining onto the characters.  
As we were shooting the film we realized that the credits were not as good as we thought it would be so instead we digitally inserted the credits however we didn’t completely get rid of the whole idea so in scene 2 shot 3 we used stationary to display the title of the film ‘9^th Grade’ and for the other credits we looked for objects in the scenes to display them in.
As a whole I thought our project was up to a good standard as it worked well and exactly how we wanted it to be. When we watched it back, it did make us laugh which showed a good sign as our film was meant to be comical. As a result, although we encountered a few problems as a group we all contributed equally and solved it rather quickly and I also thought that our ‘9^th Grade’ project was a successful piece of work.

Main Post 8- Pre-production Documentation

Synopsis of Our Whole Film:
Our film is a teen-based comedy, very Americanized and set in a school. We chose to create a comedy genre film as our research showed that comedy was the most popular and most successful genre of film over the last two years. The storyline of our film is about a teenage girl (Casey) who is somewhat socially inept and seen as a stereotypical ‘nerdy’ or ‘geeky’ character. She is continuously being pranked on by the bully in a very comical manor, but eventually sees eye to eye with him and becomes a ‘popular kid’ too. The moral of our film is to not judge a book by its cover.

Synopsis of Our Opening Sequence:
The opening sequence starts with a black background with digital credits of the ‘studio’ with a voice over of the main character saying goodbye to her mum in a rush. The sequence then fades in to a shot of the main character arriving at the school gates, late, and panicking, pulling up her socks and still trying to desperately sort herself out as she’s walking. The next scene shows the main character in a classroom doodling and unknown to her, having her shoe laces tied together by the bully. She stands up and of course falls over, spilling the contents of her pencil case onto the floor, and arranged into the name of the film; “9th Grade”. The main character is then shown walking through the school, heading towards the toilets, the bully comes up behind her and sticks a ‘KICK ME’ sign to her back. She enters the toilets (credits are displayed on the door) and comes out with toilet roll stuck to the bottom of her foot. She is then shown walking through a corridor, with credits displayed on some lockers, trying to fit in with the ‘popular’ girls, but they notice that she has toilet roll stuck to her foot and walk away, laughing. This leaves the main character embarrassed and once again trying to quickly sort herself out. The final scene involves the main character asleep in class with the bully and his ‘side-kick’ putting stationary in her hair and on her face, the bell rings and she wakes up suddenly, once again looking ridiculous.

Location Recce:

Storyboard & technical detail

Technical Recce

For our project we used four different locations, both which were outside and the other two were inside, we had to ensure that when we were filming the weather conditions were suitable for the opening sequences therefore we had to avoid rain and strong winds. Furthermore we had to make sure that if bad weather was due to take place, the camera equipment should be kept out of sight to avoid any damage to it.
In one of the scenes the camera tracks the character so the camera crew needs to be careful to avoid tripping over. For the scenes that were shot outside, we had to make sure that the location is quiet and there are no students (in school uniform) walking pass as this will completely ruin the shot. We also had to make sure that the tables and chairs were available for scene 2 so that it looks as if its shot in a classroom, we also realised that there was a lot of natural light coming through which reflected on to the characters face so we had to make sure that the blinds were shut properly. Finally the last scene was the locker room shot, we had to ensure that there were no students walking in out of the shot as we needed that area to be quiet.

                                                                   Risk Assessment
Since our opening sequence will involve a lot of walking around the school, we will need to ensure that the chance of tripping will be reduced; we will do this by checking the floor of the scene prior to every shot. Although in one scene the main character is going to be shown falling over to ensure her safety we will place a mat underneath her cushioning her fall. At points as well we are going to have a lot of people rushing about, we will have to keep the camera away from the action and make sure the actors do not become dangerous by running around, they must stick to their required roles. Another scene is set by lockers, these will have to be checked to ensure they are firmly set to the ground and the chance of them falling over is minimal. In all class room scenes the chairs must be properly tucked in when people are moving to reduce the chance of them falling over.

Mis-En-Scene

Treatment

VISUAL	AUDIO
Some digital credits on black screen then Fade in. Start at the beginning of the school day – shot of CASEY stepping out of a car and walking into the school gates, pulling up her socks, almost falling over them.	Narration – dialogue of the main character’s voice. Non-diegetic.
In classroom, ¾ shot of CASEY sitting bored, writing the ‘to do’ list in her diary. The camera then tilts down to the bully. Actor’s names credits are written on a book held upright against him. The BULLY ties CASEY’S shoe laces together under the table.	Just a Day – Feeder playing in the background. Non-diegetic.
The bell rings, the students are preparing to leave the classroom, with CASEY in the corner. Pan slightly to follow them out of the door, and then pan back to CASEY. The shot will zoom in to show CASEY’S feet/ legs as she is wobbling and about to fall.	Just a Day – Feeder playing in the background.  Non-diegetic.
As she falls, camera jumps to a ¾ shot of her seemingly falling towards the camera, throwing the pens/ pencils.	Just a Day – Feeder playing in the background.  Non-diegetic.
Credits – Name of Film Reverse camera of pencil arranged letters being spilt onto the floor after main character falling over.	Just a Day – Feeder playing in the background.  Non-diegetic.
¾ shot of the character walking. Camera tracks back with CASEY as she walks, facing her. The BULLY approaches with a ‘kick me’ sign, displaying more credits. As the character turns the corner, the camera will stop, and then follow her from behind, filming a Close Up shot of the credits on the sign on her back. CASEY will then enter the building to her right, and on the door will be a poster with more credits on. The camera then zooms out to a MLS to show CASEY walking away from the toilets with toilet tissue stuck to her foot and possibly skirt tucked into pants. Fades out	Just a Day – Feeder playing in the background.  Non-diegetic.
Fades in Credits will be written across the lockers via editing, ¾ shot of CASEY walking behind and trying to blend in with the ‘popular’ kids, but being ignored.	Just a Day – Feeder playing in the background.  Non-diegetic.
¾ shot cut to a face on shot of the ‘popular kids’ walking away in disgust after noticing CASEY and leaving her embarrassed and looking down. She is then in a frantic embarrassed panic to sort herself out.	Just a Day – Feeder playing in the background. Non- diegetic.
MCU panning across the table, following his hand, starting from the BULLY to CASEY, while he is putting items onto her face while she is sleeping. CASEY wakes up startled to the sound of the bell ringing and once again in a panic.	Just a Day – Feeder playing in the background will suddenly stop. Non-diegetic. At the end will be a school bell.

Crew List

Cast, Equipments and Props list

Scene	Props	Cast	Costume
1	Car Note book	Casey Goodman	High socks Skirt Big bright bag Plain shirt Glasses Tie Shoes with laces
2	Table Chairs Desk Note book Pencil case (including contents)	Casey Goodman	High socks Skirt Big bright bag Plain neat shirt Glasses Tie Shoes with laces
		Tom Redding	Dark jacket Plain scruffy shirt Black trousers Trainers Over the shoulder bag Tie
		Extras	Wearing a basic school uniform
3	Note book Loo roll	Casey Goodman	High socks Skirt Big bright bag Plain neat shirt Glasses Tie Shoes with laces
		Tom Redding	Dark jacket Plain scruffy shirt Black trousers Trainers Over the shoulder bag Tie
		Extras	Wearing a basic school uniform
4	Lockers Notebook	Casey Goodman	High socks Skirt Big bright bag Plain neat shirt Glasses Tie Shoes with laces
		Tom Redding	Dark jacket Plain scruffy shirt Black trousers Trainers Over the shoulder bag Tie
		Extras	Wearing a basic school uniform
5	Notebook	Casey Goodman	High socks Skirt Big bright bag Plain neat shirt Glasses Tie Shoes with laces
		Tom Redding	Dark jacket Plain scruffy shirt Black trousers Trainers Over the shoulder bag Tie
		Extras	Wearing a basic school uniform

ShotList

LOCATION	SCENE NO	SHOT NO	DESCRIPTION
EXT. Outside school gates.	1	1	¾ shot of CHARACTER getting out of the car.
		2	Long shot. Shows CHARACTER pulling up her socks and tripping slightly.
INT. Classroom.	2	1	In classroom, ¾ shot of the CHARACTER sitting bored, writing the ‘to do’ list in her diary. The camera then tilts down to the bully and zooms in.   The BULLY ties the main CHARACTER’S shoe laces together – under the table. MCU.
		2	The bell rings, MLS of the class preparing to leave the classroom, with the CHARACTER in the corner. Pan slightly to follow them out of the door, and then pan back to the main CHARACTER.
		3	MCU of the CHARACTER’S feet/ legs as she is wobbling and about to fall.
		4	As she falls, camera jumps to a ¾ shot of her seemingly falling towards the camera, throwing the pens/ pencils.
		5	Name of film displayed. Close up of the pens/ pencils appearing randomly on screen ready to be sped up via editing.
EXT. Under the cover/ walk way in school.	3	1	¾ shot of the character walking. Camera tracks back with the CHARACTER as she walks, facing her. The BULLY approaches with a ‘kick me’ sign, displaying more credits. As the character turns the corner, the camera will stop, and then follow her from behind, filming a Close Up shot of the credits on the sign on her back. The CHARACTER will then enter the building to her right, and on the door will be a poster with more credits on. The camera then zooms out to a MLS to show the CHARACTER walking away from the toilets with loo roll stuck to her foot and possibly skirt tucked into pants. Fades out
INT. Lockers Corridor.	4	1	Fades in Credits will be written across the lockers via editing, ¾ shot of the CHARACTER walking behind and trying to blend in with the ‘popular’ kids, but being ignored.
		2	¾ shot Cut to a face on shot of the ‘popular kids’ walking away in disgust after noticing the loo-roll ect and leaving the CHARACTER embarrassed and looking down.
		3	MLS of the CHARACTER in a frantic embarrassed panic to sort herself out.
INT. Classroom	5	1	MCU panning across the table, following his hand, starting from the BULLY to the CHARACTER, while he is putting items onto her face while she is sleeping.
		2	¾ shot of the CHARACTER waking up startled to the sound of the bell ringing and once again in a panic.

The meeting with Mrs Ship
After having a discussion with Mrs Ship about our opening sequence we decided that the 'dream sequence' wouldn't be a good idea as it would give away the whole film so we removed that idea completely.
We also decided that the whole 'comical' fail didn't really sound that funny instead you would feel sorry for the character so we then thought of different sorts of 'fails' such as: the main character walking out of the toilet with loo roll stuck to her feet, or her skirt tucked into her underwear, the BULLY tying the main characters shoe laces together resulting in a 'comical fail' leading to the title of the film name '9th Grade'. amd discussed that the once the staintonary would drop on the floor we could edit it by speeding up the shot by rewinding it.

We also decided to change the fact when she wakes up and gets back to her usual old 'nerdy kid' and just leave it as she wants tobecome one of the popular kids so she produces her self a 'To Do List' about 'How to become a popular kid for the dummies' or we decided that she could play it back on her cassette player.

Shooting Schedual

Thurday - 10/3/11

Period 3:

Scene 2- INT. classroom- PS2 in Common Room. 10 extras needed dresses in smart/casual clothing- ties removed, They need school supplies to pack away when 'Bell Rings'.

BULLY- Dressed in leather jacket and jeans.

PENS (Names of films displayed)- '9th Grade'- we have a range of supplies including rulers, pens, pencils, erasers- 39 different objects needed- also needed Clingfilm.

SCENE 5- INT. PS2 no further props needed or location change so we just can continue filming this scene

Period 4

Scene 1 - EXT outside schoold gates, quiet roads needed, so filming this around 12:30pm

Casey dresses in her standard school clothing with the socks (falling down) and the shoes with LACES, also a car pulling up outside the gates.

Scene 3- EXT. Props: 'Kick Me' sign, poster with credits written on the poster, loo roll, Extras needed, same actors we used for scene 2, plus 4 more (14 in total) to vary the actors slightly.

Period 5     

Scene 4- INT. quiet locker corridor required, 3 extra girls needed for the 'popular kids' as well as the previous extras in the background.