Level(s): Grades 9 to 11
Overview
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In this lesson students explore how the stereotypes and technical devices used in television crime dramas impact real life attitudes and perceptions about crime. Technical devices explored include elements such as film and shooting techniques, lighting, music, sound effects, recurring visual patterns, plot and characterization. Stereotypes that are discussed include representation of policemen, policewomen, criminals, women, old people, teenagers and minorities. This lesson also provides students with a series of key media concepts that can be applied to this genre.
Learning Outcomes
Students will:
- understand how crime shows construct reality
- appreciate the differences between the constructed reality of crime dramas and the handling of crime in real life
- understand how the technical aspects of the filming of a drama contribute to its overall effect
- understand the plot formulas that underpin crime drama
- become aware of the limited representation of criminals, police, women, the young, the elderly and minorities within this genre
Preparation and Materials
- Create an overhead transparency of Key Concepts
- Photocopy the following handouts:
Procedure
Ask students: Which of the following most accurately reflects reality?
- a television newscast
- a documentary
- a reality-based crime show like Cops or America's Most Wanted
- a drama like NYPD Blue or Law and Order
The truth is, that none of these programs accurately reflect reality. (A newscast story or documentary is never entirely objective. It may contain slant or bias; it may only show one aspect of an issue; and it invariably contains dozens of arbitrary decisions. Also, the types of stories that make the news - the "if it bleeds it leads" approach - do not create a well-rounded picture of events as they occur in real life. "Reality-based" crime shows are edited, contain re-enactments, and offer only the more sensational aspects of policing. Crime dramas, although fictitious, may perpetuate stereotypes that influence our perceptions about criminals, police, women, young people, the elderly and minorities.)
When we watch crime drama (or any drama, for that matter) on television, we know that we are not watching "real life," but that doesn't mean that we are unaffected by what we see. Ask your students what stereotypes come to mind regarding the roles of the following in police dramas:
- policemen
- policewomen
- criminals
- women
- old people
- teenagers
- minorities
When we study crime dramas, there are several key media concepts to be aware of. Project the Key Concepts transparency and discuss each point with students.
Formulas and stereotypes are just two aspects of crime dramas. The techniques used in the filming of these shows also affect our reaction to what we see. Ask students: "What are some of these techniques?" (Shot distance, camera angles, camera movement, lighting, music, sound and special effects, clothing, settings and editing all contribute to the overall effect of crime dramas.)
Distribute the Camera Shots handout and discuss the various terms that are listed.
Activities
The following activities can be done individually or in a group. For each activity, students will view and analyze specific aspects relating to a television crime drama. Because students may need to refer to the program more than once, or use clips to highlight specific points when presenting, it's recommended that the program be recorded.
Group Activity
Note: If possible, students should watch their crime drama as a group. Remind students that one viewing will not be sufficient to complete this assignment.
While watching the crime show, each viewer is to record his or her observations, using the incidents or examples from the worksheets. As a group, members will discuss their findings and determine how these devices affect the viewer's feelings and perceptions. Each group will present an oral report of their findings to the class.
Individual Activity
Distribute Individual Viewing Guide to students. Each student is to watch a crime show and complete his or her guide. (Pick an evening with at least two crime dramas, or give students a few days to complete the assignment.) Once their comments have been completed, students should be permitted a brainstorming and discussion session in small groups before writing their final report.
Post-Activity Class Discussion
Once presentations or reports have been completed, discuss the effects on the viewer of watching a TV show analytically. Students have probably discovered that the experience of watching is different from the act of reflecting and analyzing. Ask your students:
- Do people hate to analyze TV shows because it spoils their enjoyment?
- Does enjoyment sometimes come from knowledge, as in sports?
- Does the realization that the programs follow patterns, or use definite techniques shock the viewer or please the viewer?
Evaluation
- Group oral presentations
- Individual reports
