The document provides guidance on researching children's television programmes and audiences, including analyzing the opening sequences of shows, examining their use of elements like music, titles, characters, and special effects. It also outlines conducting audience research through questionnaires and considering how the results can impact programming decisions.

1. Children TV Programme &
Audience Research
15 Marks
While you should be very confident in your ability to produce a
very well produced opening 2 minutes of a children’s programme,
you can start to pick up good marks straight away with a well
completed research and planning project.

2. Cinematography
Shot size
WS, LS, MLS, MS, MCU, CU, ECU
Isolation / chaos, emotion, costume,
Body language, POV – effect?
Angle
Low / High – status, power, wealth. Dutch - POV
Camera Movement
Pan, Track, Tilt, Crane, Steadycam
Who / What are we following? Why?
From whose POV?
Framing
Open/ Closed frame? Mirrors/ frames within frames
Observational or POV? What’s central?
What’s back/ foreground?
Focus
Shallow, Deep, Pull
Pull – to switch attention. What’s in / out focus? Why?
Cinematography
Shot size
WS, LS, MLS, MS, MCU, CU, ECU
Isolation / chaos, emotion, costume,
Body language, POV – effect?
Angle
Low / High – status, power, wealth. Dutch - POV
Camera Movement
Pan, Track, Tilt, Crane, Steadycam
Who / What are we following? Why?
From whose POV?
Framing
Open/ Closed frame? Mirrors/ frames within frames
Observational or POV? What’s central?
What’s back/ foreground?
Focus
Shallow, Deep, Pull
Pull – to switch attention. What’s in / out focus? Why?
Mise-en-scene
Body language & facial expression
Character status, emotion, stereotype,
Where characters look
Setting, décor and props
naturalism, time period, symbolism,
Atmosphere, emotional response,
dramatic irony/ tension, colour symbolism
Hair & Make Up and Costume
Characterisation, status, symbolism, colours,
Emotion, similarities/ differences, alliances/ enemies
Blocking & Composition
Conflicts / alliances, statuses,
centre of attention / outcast, spacing – positive.
Negative space
Lighting
Shadows, spotlight on? High / low key –
Emotion, colour symbolism
Sound
Source of sound
Diegetic / Non-diegetic
Relationship to image
Contrapuntal / Parallel, A/ Synchronous
Effects / Musical terms
Reverb, Major /Minor keg, Piano / Forte, Allegro/
Adagio, Legato / Staccato, Leitmotif,
Instrumentation/ Genre
Editing
Continuity and realism
180 degree rule
How time is stretched/condensed
Freeze frames, fast / slow motion, ellipses, flashbk/fw
Pace
Fast / slow/ MTV-style
Order of images – realism / montage
Editing
Continuity and realism
180 degree rule
How time is stretched/condensed
Freeze frames, fast / slow motion, ellipses, flashbk/fw
Pace
Fast / slow/ MTV-style
Order of images – realism / montage
Editing transitions / effects –dissolve, wipe, fade
Technical Codes
& Conventions

3. 1. Click on the image opposite to be
redirected to a site that list the
varying TC genres. Take the genre
test
2. Using the BBC and any other relevant
websites, research and produce a wordle
that list 12 or more words commonly
associated with your selected genre.
Screen grab your completed wordle and
add it to your research presentation.
Opposite is a news genre wordle
3. Click on the image opposite to be redirected to
BBC’s TV categories of Children’s TV
programmes. Use this as a resources to select and
study 3 programmes similar to your own ideas.
Now go on to complete each of the following slides

4. Analyzing The Opening 2 minutes
• Study the first 2 minutes of programmes similar to your production
idea(s). Consider the following:
• Use and timing of credits
• How many much of the narrative, sketches, features etc. are played
out in the opening 2 minutes?
• The pace of the opening 2 minutes
• The type of editing that is used and use of framing
Task: Using the above headings – produce a short presentation, bullet
pointing what you have found out.

5. Use of Music/Sound
Having analysed a minimum of 3 programmes similar to yours in genre – what did
you discover? Instrumental vs. sung track, genre of music pop, urban or electric and
pace of music etc.

6. Title Sequence
How would you describe the use of titling? How it obvious is it that the programme is aimed at
children/young people? Have watched 3 similar openings what specific forms and conventions
have you noticed? -Duration, font style and colour, order of credits – over images or black

7. Mise en scene (setting, colours, lighting, props and costume etc.)
How does the programme’s use of mise en scene match a programme aimed at
children/young people? Having watched 3 similar openings what specific mise en scene forms
and conventions have you noticed?

8. Programme content? i.e. Storyline/topic/interest/feature etc.
How does the storyline /feature(s) reflect the interest/taste of children/young people?

9. Types of Language?
What type of language is used? (Formal, informal, elaborated, restricted, colloquial/
slang, regional) If and why is it appropriate?

10. Camera work
Have watched 3 similar openings what specific filming conventions have you noticed? -
framing/camera movement and use of angles

11. Characters/Presenters
What do you notice about the way the characters or presenters look/behave that makes it likely that
children/young people will find them attractive/of interest?

12. Use Special Effects (SFX) / Animation What do you notice about the use of SFX that
makes it likely that children/young people will find its use attractive/of interest?

13. How are children/ adults represented? Are there any differences in the way specific social
groups are represented along the lines of gender, ethnicity or region etc.

14. Audience Research
The examiner will expect you to have carried out research
prior to scripting and filming. You will need to show and
explain how you have used the results of your research to
help make key production decisions.
Audience Questionnaire
Task: Using the content of the next slide to draft a
questionnaire.

15. Secondary Research A Look at The Nations' Changing Viewing Habits- Including
Children
Click to visit online answer publication or visit Graveney GCSE Media Blog of the same
title
1. Children now watch Children’s TV on a multitude of devices however, what is the most
popular way audiences choose to watch programmes? (Pg1)
2. According to Dr Barbie Clarke, Managing Director, Family Kids and Youth, a global
market research agency, what are children’s most preferred digital device and why?
(Pg. 3)
3. What % of your target audience gave a TV in their bedroom? The State of The Nation
Pg. 3)
4. Ofcom reported that Children expand their relationship with TV brands and characters
in spin-off games, and soon we’ll see them playing along on apps which allow them to
interact with their favourite TV shows. Greg Childs, Director, Children’s Media
Foundation. What spin off game opportunity might your programme allow?
1. What times of the day do the majority of children watch TV?
2. Hours of live children’s TV is available on free-to-air? (Children TV by Numbers)
3. When asked adults across the UK named what themed/ type of programmes as their
most favourite when they were growing up? (A Trip Down Memory Lane)
4. How would you describe the theme of your programme? (A Trip Down Memory Lane)
5. Survey results showed what differences between what young children and older
children like to watch? (Made in The UK). Do the results match your own production
decision?

16. Demographics
1.Age range
2.Gender
3.Social Class [ABC1 C2DE]
4.Ethnicity
5.Sexual orientation/
disability/ religion
Demographics
1.Age range
2.Gender
3.Social Class [ABC1 C2DE]
4.Ethnicity
5.Sexual orientation/
disability/ religion
Maslow’s Hierarchy of needs
Audience Research Task
1.What was/is your targets audience
favourite Children TV programme
2.What time of the day and what does
your audience find appealing about watch
TV?
3.Does your idea appeal to all audiences
or a specific demographics?
4.What do audience like about your
genre(s) and programme type similar to
your own? And which specific one’s do
they regularly watch?
5.Which of your programme’s UPS do
audiences find appealing, unappealing and
why?
6.What type of presenters/characters do
your audience find appealing or a turn off?
7.What type of people/ characters would
your audience expect to see in a
programme similar to yours?
8.What does the audience think of your
programmes use of people/characters?
9.Psychographics – Which classification of
psychographics do your audience fall into
and what are their needs?
10.Any other questions

17. Audience Research – Screen grab a copy of
finished questionnaire

18. Audience Research – Results

19. Who are is/your target audience?
• Demographics – including age and gender etc.
• Psychographics
• Maslow Hierarchy of Needs

20. Audience Research – Impact on Planning
• How does your target audience most popular/favorite programme compare
with the TV Licensing's ‘A Trip Down The Lane Results?
• List those decisions you have made as a result of your primary findings

21. Click on the image opposite Listen to four
children writers sharing their tips about
writing for Children
What four tips did you find most useful and why?
Extension Task

22. Group Members and Designated Roles
• Who in your group will take the lead for the following
• Script writing
• Storyboard
• Presenting/Acting
• Sound/Music
• Locations/Settings/Props
• Filming and editing
• Any other

23. Planning
• To score a grade B or above overall, you must show clear
evidence of planning. Your group will be awarded an overall
score for planning however, depending on each group
members individual contribution, each member will score the
same or a lower score.

24. Pitching your idea
For your pitch you will need to remember to remain in role, using persuasive and
exciting language. You need to show the examiner that YOUR TV show is the BEST
THING EVER!
It is likely you will need to include:
1.Who is your target audience
•An appealing and suitable title
•A realistic setting and location
•A brief synopsis - make use of sub genres or hybrids!
•two brief character profiles
•REMEMBER: a family audience
The above will test
•your ability of recall, select and communicate knowledge
and understanding (AO1)
•It will test the ability to demonstrate research, planning and
presentation skills (AO3)
•It will also test the ability to construct and evaluate your own
products (AO4)

25. Pitch
• Please provide a screen grab/copy of pitch

26. Pitch Feedback/ Results
Summary of your audiences likes and dislikes
If and what improvements will you make as a result

27. Script

28. Storyboard
• Please provide a screen grab of storyboard

29. Locations and Props
• List of key props and locations to be organised: