Television Drama For this lesson we will be analyzing television drama and its interpretations of everyday life. Think of your favorite movie, or television show – Why is it your favorite? What makes some shows so watchable? By understanding what methods television shows use to manipulate our emotions, feelings, attitudes, and values we can then translate these methods into our stagecraft and create better and watchable drama! Key Questions What is the intended purpose of TV imagery? Are TV images true representations of life? Can we escape into reality through TV? These materials are © 2004 NAME, SCHOOL, all rights reserved. 6 Next 12345

2. Information Sources We will now look at the different techniques directors and cinematographers use in making compelling television drama. Use the two websites to learn about basic film techniques ast/9tvanalys.html ast/9tvanalys.html mencher.com/a_checklist_for_analyzing_mo vies.htm These materials are © 2004 NAME, SCHOOL, all rights reserved. 6 Next 12345

3. Activity These materials are © 2004 NAME, SCHOOL, all rights reserved. 6 Next Now that we know what techniques television uses to manipulate our emotions, and feelings to make compelling drama, use the two sources to help you with this activity. We are going to use the information found in our sources to analyse our television dramas 1.The class will be split into 3-4 groups which will correlate with their own TV clip Group 1 link - Group 2 link - Group 3 link- Group 4 link- 1.Within your groups, go to and create a popplet account for your group. Do the short tutorial to help you navigate along the website. 2.What is your clip, what show is it from and what genre does it fall under (this is your main popplet) - you can link your video on your popplet or find a picture online 3.reflecting from the information from the sources provided in slide 2 along with your group’s television clip create a mind map starting with how your group felt about the clip. - were you scared? Was it funny, was it thrilling? Etc... 1.List some possible reasons why you would have felt that way by using the information on film techniques provided. - i.e, audio cues, dialogue, lighting, etc. Go back to the sources if you need 2.Here is an example provided! 3.When you are finished we will present our findings and share ideas with the rest of the class

4. The Assessment Activity Part A Within your groups prepare a 1-2 minute scene using the same genre and style as your TV clip. You are encouraged to use props, stage equipment (i.e., lighting, sound, etc..) and costumes to reflect the different TV drama/film techniques we have learned in this lesson. You will be given the rest of the week to prepare this scene. Part B In your journals for this week, discuss what the intended purpose of TV imagery is. Are TV dramas true representations of life? Can we escape reality into TV? What role does TV play in your understanding of the world around you? These materials are © 2004 NAME, SCHOOL, all rights reserved. 6 Next 12345

5. Enrichment Activities These materials are © 2004 NAME, SCHOOL, all rights reserved. 6 Next Did you find analyzing TV drama fun and exciting? Here are some great and interesting links from websites that do it professionally!

6. Teacher Support Materials These materials are © 2004 NAME, SCHOOL, all rights reserved Learning Area:Band:Strand: DramaMiddle Years (years 9/10)Arts practice Arts Analysis and response Arts in Context Key Ideas Students learn to distinguish different genres and styles associated with the different arts forms. They employ processes for analysis and interpretation of style, genre and form of arts works, and communicate both reasoned and personal viewpoints Students draw from thought, imagination, data and research, and the examination of social and cultural issues, to demonstrate personal aesthetic preference, and provide imaginative solutions and artistic responses to ideas and issues. Students develop knowledge of the styles, forms and conventions of each arts form; refine arts skills; apply appropriate techniques; explore, plan, organise and employ both creative and abstract thought in the production of arts works.esponses to arts works. [kc1] [kc2] [kc3] [kc4] [I] [C] Outcomes 3.4. Recognises different genres and styles, features and conventions of performance/presentation in each arts form, and uses appropriate arts language to articulate understanding and reflect personal preference Explores arts practice and knowledge of style, form and genre, to create/re-create arts works within each arts form that present imaginative solutions and responses to ideas and issues Works as an individual or in groups to refine and shape presentations/performances for a specific purpose and for different groups of audiences/viewers Selects from, adapts, combines and refines appropriate conventions and technologies to create/re- create arts works that purposefully convey meaning and address intended function.