2. • This graph
illustrates that the
main age ranges
that consume soap
operas are 10-25
and 26- 40, most
likely because it is
on at a set time
everyday which is
when people come
home from work
and for the younger
ages they may
watch it because
their parents do.
3. • This graph connotes
that people like to
watch soap operas
for the conflict
involved. So for our
soap advertisement
we need to show
the conflict and
make it look
interesting so that
people would want
to watch it.
4. • This graph displays
that using Katz’ Uses
& Gratifications
theory, people watch
soap operas as a form
of ‘escapism’.
• Maybe in my group
soap opera
production we could
introduce the idea of
education as the
’moral of the story’
for example at the
end of the advert we
could have a voice
over denoting ‘if you
have been effected by
any of the issues
raised in this episode
please contact.’
5. Soap opera’s are stereotypically a feminine
programme to watch the graph shows that when
asked 100% of the people who took part in my
survey think that females are more likely to
watch soaps than men. I also asked what a
production team could do to make a soap opera
more appealing to men. Most of the responses
where to have ‘sexy women’ or ‘more
explosions’ and also weak female characters in
need of male protection. In previous questions
the people that took part in my survey said that
they watch soaps for escapism (Katz uses and
gratifications) and therefore soap operas need
to be realistic and plausible consequently adding
in more explosions would make the soap not
very realistic.
6. • The graph displays
that people
expect female
characters to be
strong and
dominant
characters. The
previous question
people answered
that men would
find soaps more
appeling if there
were weak female
characters in need
of male protection
(patriarchal).
7. The graph
illustrates how
many story lines
people think run
alongside each
other at the same
time (plots and sub
plots).most people
thought that in a
conventional soap
opera there are 3
to 4 plots running
at the same time.
