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Television Broadcast Ratings
Level: Grades 7 to 10 Overview
| This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version. To open the lesson kit for printing, click here. To print only this page, use the "printable version" link at the top of the page.
| This lesson introduces students to the theory behind television ratings and encourages them to explore the commercial pressures driving the medium. By learning about the relationships between programming, advertising and the ensuing rating wars, students will understand that television is, above all, a vehicle to sell advertisements.
Through a series of activities, students learn about television ratings, the "Sweeps", prime-time programming, and a letter-writing activity where students voice their opinions about television programming. Outcomes
Students will: - become critically aware of the commercial nature of television, including programming and the demographics of ratings systems
- understand the effects of commercial programming on the nature and quality of television products
- experience creative license by devising and pitching their own ideas for a potential prime time TV series
- exercise writing skills and advocacy techniques by writing letters to television stations and networks
Preparation and Materials
Photocopy and distribute the handouts:
For the introduction to television ratings: For Activity One: For Activity Two: For Activity Three: Procedure
What are Television Ratings?
Photocopy and distribute the handout What are Television Ratings? - Discuss television ratings and how they affect advertising, and consequently programming.
Photocopy and distribute Nielsen Media Top CBC/CTV Programs and Nielsen Media Top Toronto/Hamilton Programs.
The CBC/CTV chart contains national statistics. The Toronto/Hamilton chart reflects local programming. (Teachers who wish to see whether local ratings for their areas are available should visit the American and Canadian Nielsen Media Research Web sites.)
Using these indexes, ask students the following questions: - Which time slot has the largest number of people watching?
- Judging by the programs that are listed, who, demographically, is most likely to be watching at this time? Nationally? In Toronto/Hamilton?
- What similarities and differences are there between the top programs listed nationally, and the top local programs for Toronto/Hamilton?
- Which network features the highest number of top-rated programs, nationally and locally?
- What kind of advertisers do you think would pay for time during the highest-rated slots?
- Are the programs from a particular time slot similar or different? What patterns can you find?
- Based on these indexes, pick the best time slot for the following products:
- cleaning and laundry products
- breakfast foods
- cars
- dog food
- beer
- gardening supplies
- junk food (i.e. soft drinks and chips)
- fast foods (i.e. McDonalds)
Activities
Activity One: The "Sweeps"
This activity should be used during the television industry's "Sweeps" month (March and November in Canada, and November, February and May in the U.S.). Discuss the theory behind the "Sweeps" phenomena. Ask students: - Do you think this is an accurate measurement of ratings?
- Why do you think the TV networks choose specific months and not others, to hold "Sweeps"?
- Using the TV guide, ask students to keep a log book through "Sweeps" month, listing the different ways networks try to boost their ratings during this crucial time.
- Types of "hyping" and "stunting" to look for include:
- broadcast movie premiers
- mini-features series or documentaries on local and national newscasts
- re-broadcasts of highly-rated special programs
- made-for-TV movies with high profile starts
Using the Canadian Nielsen Media Research Web site, have students monitor the ratings for a selection of prime time shows, before, during and after "Sweeps" month. Activity Two: Primed for Prime Time
This activity is to be completed in groups of three. It comprises both a written and oral component.
Before beginning, review The Requirements of Programming handout with students for definitions of programming terms and strategies. The Scenario
You are producers at a major television network that has just completed a season of big-budget flops. If you don't come up with a hit prime-time series, the network will lose advertising revenue and go bankrupt. You must therefore devise a pilot (introductory episode) for a series that you feel will be a sure-fire hit.
Pretending that the Toronto/Hamilton index reflects your local area, use these ratings as the basis for your decisions. You want to study this index to see which types of programs and which time slots get the highest ratings.
You have the standard budget of about one million dollars. - Write up a proposal for the series, including the following information:
- name of series
- running time
- type of program (sitcom, drama, game show, talk show etc.)
- setting
- target core-audience or demographic group
- names of the central characters and potential actors to portray them (if applicable)
- day and time the series will air
- which shows will run before, after and opposite it (consult the TV Guide)
- which products might be advertised during commercial breaks
- which programming strategies (bridging, blundering, hammocking, etc.) will be used to ensure higher ratings
- Write a short synopsis (less than a page in length) of your pilot, outlining what it is about and what you intend to have happen in the opening episode.
- Prepare a five-minute verbal pitch of your proposed series to present to the network's board of directors (the teacher and your peers).
- Remember: the future of your network is at stake. The series must be a hit. Consider what types of shows are currently popular and what shows you like to watch, but do not hesitate to be as creative and imaginative as possible. Sometimes the strangest ideas have generated a hit series, for example: Third Rock from the Sun, The X-Files, Survivor and Buffy the Vampire Slayer.
Activity Three: Voice Your Opinion - Photocopy and distribute the handout Voice Your Opinions.
- Talk with students about the effectiveness of viewer feedback. Explain that it's not ratings alone, which drives decisions determining what programs stay on the air and what ones are pulled.
- Many shows have been saved or granted reprieves through letter-writing viewers, including 'Cagney and Lacey,' 'The Tick,' 'Roswell' and '24'.
Sometimes however, a highly acclaimed show is pulled because the ratings are so low that it costs more to produce than the producer can make back in advertising revenues. That was the case in 1995, when ABC canceled 'My So-called Life,' despite receiving thousands of letters of support from fans. - Using the suggestions from Voice Your Opinions, have students write a letter of complaint if a show they enjoy is being canceled. (Teachers can find a list of programs that are currently threatened, on the 'Save That Show' Web site.)
- Conversely, they can write letters of support for shows that they like and want to make sure don't get canceled in the future. (To find addresses for various networks, conduct an online search for the network Web site.)
Evaluation - "Sweeps" logs
- Program proposals
- Letter to network
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About the Author
This unit was adapted from activities in Meet the Media by Jack Livesley, Barrie McMahon, John Pungente S.J. and Robin Quin, and from Rating Prime Time Television, by Claire Davey.
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