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5 information. The class may figure out how many students each survey pair must question to collect all the necessary data. Possible locations for surveying include corridors, the library and the playground. Students may organize the survey data in a number of ways: top five shows for the whole school, top five shows by grade, according to girls and according to boys. What We Watch: Genres Using the data from the survey, classify each program mentioned by genre. Use charts and graphs to discover what genres are preferred by the whole school, each grade and each sex. What's On: Genres Choose a block of time when many students watch television. Using the television listings, have students make a list of all the programs broadcast during this block of time. Ask students to organize the data, first classifying the programs by genre, then using a bar graph to compare the number of programs in each genre. Invite students to draw conclusions. During a popular viewing time for students, do broadcasters offer them a wide range of programs? Are they the programs kids like? Channels Using the data from the school survey or the class diaries and the TV listings from the newspaper, find out what television channels are most watched. Select a show. Using the listings, have students find and record the channel the show is on, and the time and day it airs. Some programs may be shown on more than one channel and at more than one time. Have students use the data to find out which channels are watched most overall and which channels are watched most at individual times. Organize the data into a timetable or chart. Choose five shows. The five most popular in the school, or the five most popular in class or one student's favourite five. Ask students to use a chart or timetable to illustrate when the shows are on television. Looking over the data, ask students if the broadcast times are convenient for students to watch. Do they think that the times contribute to the popularity of the shows? During the Analysis Stage students will examine one program in depth. At the primary level, the entire class may work with the same program and many of the activities can be pursued by the whole class together. Students in grades 3-6 may work on the activities in small groups. Students in grades 7 and 8 can work independently. 5

6 Program Analysis Selecting a Program Explain to the students that they will be examining one program. They must watch or listen to it several times and think about it in a variety of ways. They may choose a radio or television show and one from any genre. Before the selection, students must be certain they are able to monitor the program several times. After the selection, students should record the program name, its genre, day(s) and time(s) broadcast, and channel. Students should briefly explain their choice. Time Slot: What Does It Mean? In consideration of the time a program airs, ask students who comprises the show's audience: kids, teenagers, adults? How often is the show on? What effect does the frequency have on viewing habits? What happens if an episode of the show is missed? Time: How Is It Used? Television and radio programs often use the same pattern to fill up their time in each episode. A half hour television show might begin with a short teaser (see explanation next paragraph), followed by commercials, the titles, one third of the story, more commercials, second third of the story, more commercials and then the final third of the story. Hour long soap operas are generally divided into six acts separated by commercials. In a game show, they might play a round, break for ads, introduce the contestants, introduce the prizes, show more commercials, play more of the game, break for commercials, play the final round, then present the winner with fabulous prizes. Have students discover the pattern behind their chosen program. Ask students to outline an episode while they are watching or listening to it. The outline should indicate from where titles, credits, commercials and other features originate. It isn't necessary for students to keep an outline of the plot or contents, but they might take note of whether the show makes use of teasers or cliffhangers. A teaser is a short scene that comes before the title of the show and gives viewers a taste of what is to come. A cliff-hanger is an ending that is not really an ending. It leaves viewers in suspense until next time. 6

9 Evaluating the Schedules Set up small panels of students to evaluate each program schedule. Ask each student on the panels to play the role of an audience member, an advertiser or a broadcaster. Have each consider the needs of their character when they determine whether the programs suit their needs. Have the students present their schedules to a panel. The panel members may ask questions. Students must justify their choices. 9

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