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QUALITY TELEVISION FOR CHILDRENIN 2015
Dr. Sandra M. DingliDr. Jennifer HarperMr. Sergio Azzopardi
CHILDREN’S TELEVISION
in the past in the present in the future
What is foresight? thinking about the future, creating and
sharing alternative scenarios and acting now to ensure a better future
creating and exploring alternative future scenarios in an attempt to clarify present
actions and subsequent consequences taking action or formulating policy now to
make a desirable future occur or to adapt to unfavorable circumstances.
Aims and Objectives
To explore alternative scenarios and to develop a vision/s for quality children’s television in 2015
To motivate participants to identify roles for themselves in this vision
To instigate stakeholders to improve the quality of children’s television programmes
…/Cont.
Aims and Objectives (Cont.)
To disseminate the concept of feasible quality television programmes for children
To provide criteria for the raising of standards
To provide the impetus for higher expectations on the part of both participants and others by means of initiating a dialogue on this topic
Quality television for children …some key concepts
Young people’s notions of the good life are greatly influenced by media culture (values)
Young people look to television and other media to acquire strategies for acting on their dreams and hopes for the future and for coping with social dilemmas (empowerment)
Pluralism in broadcasting implies more available options and choice (diversity)
…./Cont.
Quality television for children … some key concepts (cont…)
TV is today an integral part of family life – no longer an external or intrusive force (media saturation)
an inseparable component of family living – evidence is its positioning in the living, eating and sleeping areas in our homes (media presence)
not merely another household appliance – ‘family viewing’ involves the operation of social power and influence, both within and beyond the family itself (power relations)
Some implications …
media, in particular television, is rapidly diffused and offers children possibilities for learning and knowledge
television may be viewed as one of the main formative agents where children are concerned, impressing on them information that may influence their development in either a positive or negative manner
= Quality television for children
It is therefore essential that quality television progammes
for children are produced which take into account the sensitivity
and educational needs of children together with pedagogical dynamics
and ethical values
Quality television for children …
Allowing children to be not just spectators but important participants and to play an active role in the programme
Designed to promote the intellect, emotions and creativity of children in a systematic fashion that helps them make strides in their personal development
Respecting their intelligence and critical judgment and their ability to reflect by avoiding oversimplification, stereotypes, propaganda and intellectual laziness (Cont…)
Quality television for children …
Attempting to meet the needs and expectations of different child age groups and using pertinent studies to do so
Providing a world view by paying attention to reality and yet still inspiring the imagination and opening up a world of the family, friends, school, street, city, society, earth and universe
Quality television for children …
not the same as regular television breaks the established rules of television
and displays creativity and innovation it may initially struggle against
unappreciative audiences and may tend towards the controversial
often includes social and cultural criticism and allusions to popular culture
it may go as far as defining genre classification by creating a new one
Six sectors researched …a. May 2005Children in state schools in Malta b. August 2005pilot focus group at MCST (n = 8) c. September 2005Kids on Campus (n = 40)d. September 2005Three focus groups of stakeholders at BA (n = 27)e. October 2005PGCE students (n = 18)f. October 2005MA Creativity and Innovation students (n = 19)
Research with childrenWhy do children watch TV?
to relax and unwind to laugh and to cry to learn to share and interact with others to escape reality
Children use other media …
Children use other media such as games, internet, DVDs, etc., most of which involve active interaction
Children enjoy chatting and communicating with others on-line in real time – an activity that sometimes takes over from television
Why children watch TV …
To learn about other countries To learn how people live in other countries To be entertained with music, fashion,
sports, adventures, scary movies, also by the creative and unusual
Why children watch TV …
To learn in an entertaining way about science and technology, art and craft, etc.
To learn how other people live in Malta and how other people react in different places and situations (eg. local drama)
To have a good laugh (local humorous drama and cartoons)
Children’s TV in Malta today One ‘individual’ television for each family
member Television use in schools is still very
uncommon in Malta (mainly movies) Children use of other media such as games,
DVDs and internet – more interactive, faster, more fun
What are the effects of the shift from only local and Italian television to cable, satellite and digital television – and internet?
Outcomes - sessions with state school children
Children see a good production as including action, surprises, music and other activities
Children demonstrate a real concern over appropriate content (violence, U or PG)
Children are keen to learn from television and there is a preference for art and crafts and lifeskills programmes
Children hate ‘talking heads’ programmes such as discussion programmes and the daily news
Interactive television is certainly something children wish to be increased
Outcomes - sessions with state school children
Children recognise and learn from good role models and examples and enjoy programmes where good triumphs over evil
Children want their favourite programmes to be of longer duration and without breaks for adverts
Some children have difficulty in understanding languages other than Maltese or unusual foreign accents
An evident omission is interest in television which relates to science and technology although creativity and innovation are clearly of interest
September 2005Kids on Campus, University of MaltaNumber of TVs in household
No. of TVs in household No. of children
1 82 193 94 25 2
Total n = 40As 40 is not a representative sample,
this is indicative and implies that it is normal for households to own at least two TV sets
What makes for good quality children’s TV?
Humorous / funny Action / adventure / exciting Educational Interesting Suitable for children No bad language / rude stuff We can understand everything No killings or murders
Emerging visions of quality children’s television in 2015
“TV flies and walks like a robot.TV has two hands and does what you
say.A TV T-shirt that you can see TV on a
shirt.” (R 19c)
Emerging visions of quality children’s television in 2015
The merging of available media technologies The replacement of remote controls with voice
or movement commands or touch screens Sensory TV emits smells too Different shaped TV monitors embedded in
interesting backgrounds Miniaturisation to increase ease of portability –
folding or small as a wristwatch Multiple screens for media multitasking –
foldable On-demand TV
Emerging visions of quality children’s television in 2015
Increased interactivity “I will get sucked in and take part …” (R 25c)
TV as dispenser of food, drink, cash, gifts, etc. also capable of mind reading and granting wishes against payment
TV as robot that sings and dances (mobility) Security features eg. Secure voice recognition to
avoid burglary TV runs on air with no need for other energy
source Cordless and wireless TV and other media
Key Outcomes The importance of education and learning The futility of bad language The importance of programmes being suitable for
children The significance of certification U or PG Expressions of professionalism Action and adventure as expressions of
entertainment Advertisements as disruptive Humour as fun but not always educational Actors, presenters and talent displayed as role
models
Outcomes - sessions with children
Children’s imagination enables them to enter into the programme and to actively participate both from within and without.
Children are well aware that certain local humourous productions would not be considered as quality television
Children want adverts and breaks to be eliminated
Children perceive their favourite programmes as being ‘too short’
Outcomes - sessions with children
Cartoons remain a favourite genre Gender differences - males often
prefer excitement and violence while females tend to prefer programmes which involve relationships or glamour such as America’s Top Model
August 2005Pilot – some emerging issues … Integration of present day technology (eg.
video games) with TV More personalized TV with greater choice TV not as giver of information but as
interactive instrument Cyborg humans equipped with a chip to
‘control’ programmes Touch screens for use of DVD, music,
games, as in TV on planes
Pilot – some emerging issues …
Media education within school curriculum provides opportunities for children to produce their own programmes with facilities available in schools such as editing facilities on computers
Paradigm change in the way messages are delivered – live interaction could be achieved even today, eg. through web cams for live intervention in real time
Pilot – some emerging issues … Finance - generally available for TV that sells,
large audiences – not necessarily for quality TV Specialist programmes with low audiences will
lose marketing share and be discarded Advertising efforts have already shifted towards
internet Branding can be overdone – public service should
control this Will quality TV stations such as BBC move
towards other technologies such as internet?
September 2005Stakeholder Focus Groups – mixed scenarios
children who were empowered to produce their own programmes
versuschildren watching less and less television and indulging more in
interactive sessions with television relegated to the background or being
totally eliminated
Some scenarios HYBRID TV - Integration of children’s TV
with adult TV – quality family time? AMBIENT TV - TV everywhere, more
personalised, more interactive GLOBALLY INTERACTIVE TV – TV stations
switch from studio in one country to another, children interact globally
TV POWERED BY CHILDREN - Children produce their own programmes, children as journalists and newscasters
Issues arising … Would parents or children recognize and
appreciate quality children’s television? Can better cooperation be created between
schools and television productions? Should the public be given what it wants or
are we in duty bound to nurture and instill an appreciation of quality in children’s minds?
Issues arising … Should children be encouraged to watch
more television given that they hardly spend any time out of doors and are already very busy with homework and private lessons (which could include music, dance or drama)?
Pay television could give rise to ‘haves’ and ‘have-nots’ and to a knowledge divide
Issues arising … Privatisation of the sector requires
regulation and monitoring Art and craft are still as popular as they
always were, despite being repeated over and over again
Language is still a big issue – programmes in Maltese exclude English speaking children and vice-versa
Issues arising … Will children’s television still exist in 2015
given that children have a number of other (more interactive) possibilities (chatting, web cams, web surfing, gaming, DVDs, Blogs, etc.)
Should television be inward looking and utilize only professionals or outward looking and involve other media, new blood and international possibilities?
Drivers/Constraints/Enablers Resources Scale Professionalism Quality standards Media education Language Competition Research HR overseas Respect for children and age-grouping Mission, vision and strategy
October 2005Key Outcomes … PGCE students n = 18
Teach children other uses for IT, eg. desktop publishing, photo manipulation, creating games, puzzles, etc.
Presenting pro-social behaviour in a subtle way, eg giving good examples in drama or case studies of actual situations
Robotic and electronic characters to take over from traditional cartoon figures such as Tom and Jerry, Popeye, etc.
Science and history presented by children in a fun and interesting way
Key Outcomes … PGCE students n = 18
Why is it necessary to have cable television to view Education 22?
Including people with disabilities, truants, different cultural backgrounds into cartoons to encourage children to integrate
Respect children’s intelligence and not treat them as ‘babies’
Simple experiments using junk material Exposure to good literature and stories to read (to
encourage both literacy and literature appreciation)
Key Outcomes … PGCE students n = 18
Programmes that show situations children can relate to – case studies, eg. peer pressure or Paceville experiences, or teenagers problems in response to input from target audience
Quizzes, teamwork and healthy competition between schools
Art and craft programmes – using things generally considered as useless
Key Outcomes … PGCE students n = 18
Private lessons through television with work submitted through internet or SMS
Involving the senses in television, eg. smells during cookery
Topics should fill the gaps there are in regular education in schools
October 2005MA Creativity Innovation (n = 19)
Education as entertainment Let children’s opinion be heard
through increased interactivity Hands-on ‘how to’ programmes – fun
to learn how to do things Increase awareness of diversity Children as producers and presenters
of TV programmes News programmes for children
October 2005MA Creativity Innovation (n = 19)
TV as increasing global interactivity Programmes to encourage literacy TV spill-over effect into other media
(internet, games, radio, etc.) Healthy competition and team building
through quiz or sports programmes Collaborative programmes between
schools, parents and children
October 2005MA Creativity Innovation (n = 19)
Respondent (f) 11“Create cultural programs that involve
local cultural awareness Make culture look hip and cool Maltese culture is as interesting and
creative as any other European, Asian, etc.”
October 2005MA Creativity Innovation (n = 19)
Respondent (f) 14 A treasure hunt program that situates a TV
at different venues which give the next clue. Children would be able to participate in the game actively or follow the movements of others from their home (the former could include schools/parish)
Thrillers with incomplete plots or alternative plots. Children will write in with suggestions and the winning one gets acted out. Involve a great story-teller.
October 2005MA Creativity Innovation (n = 19)
Respondent (f) 15 11 – 17 News Zap: Junior style news from
the world followed by open debate with the issues of the day through a mediator
Brilliant careers – 5 min inserts on famous inspirational people
Drama re-enactments – famous historic events from children’s point of view
Aims achieved?
Awareness raising?Concrete action necessary
to combat paternalistic attitudes …
Possible incentives …
competitions, awards,
adequate resourcesor cost sharing
could be offered to encourage research and production of
quality television for children
Status Quo?
What future can we expect for quality children’s television
if things remain as they are at present?
Recommendations … Dissemination strategy Research on ‘centres of excellence’ Research in programme design phase In-depth foresight exercise with key
stakeholders Media education and Channel 22 Resources University students – new blood?
To conclude …
TV …yesterday and today …
Management …yesterday and today …
To conclude …
Local productions die a natural deathversus
Malta as a centre of excellence?Can we formulate strategy and policy
NOWto achieve a desirable future for
children’s quality TV?
The local scenario …
Local policy makers and those involved in the media are often involved with both children’s and adult TV
Issues that emerge from this research
apply not only to children’s television but to productions aimed at an adult audience too
Thank you for your attention!
Thanks are due to the Broadcasting Authority and to all researchers and participants including
Sergio Azzopardi, Lisa Pace, Matthew Ellul, Shirley Pulis Xerxen, Karen Bonnici, the children from Kids on Campus,and children from state schools.
Thanks are also due to Katie Konrath, Josianne Sciberras, Neville Dimech, Domenica Pace, Cora Vella, Monica Micallef,
David Chircop, Claudine Muscat, Tanya Mercieca, Joe Sammut and to the University students who contributed to this research
Last but not least the authors are grateful to all participants who freely and openly shared their concerns and ideas during
meetings and group sessions