QUALITY TELEVISION FOR CHILDREN IN 2015 Dr. Sandra M. Dingli Dr. Jennifer Harper Mr. Sergio Azzopardi

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…)


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


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)


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


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)


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


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


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


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.”


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.


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

Documents

QUALITY TELEVISION FOR CHILDREN IN 2015 Dr. Sandra M. Dingli Dr. Jennifer Harper Mr. Sergio Azzopardi