GET ME THE PRODUCER!
PROGRAMME 5
ACTIVITIES
Guidance
Students can be split into pairs/small groups for initial discussions and brought back together to compare answers. For some classes, whole-group discussion may be appropriate. Students will need paper, pens, and flip-chart paper.
Before viewing
Ask Students to draw up a list of the different kinds (or genres) of TV programmes. Which ones do they regularly watch? Get them to name 'good' examples of each kind. Which do they think would be the easiest to make? Which might be most difficult?
They now know the contestants reasonably well. At this point, who do they think will emerge the eventual winner? Why? Retain their answers for future reference.
After viewing
The challenge
Clip 1: 02.06 – 02.58
- Opens with Greg Dyke saying, 'This week you're going to do a factual programme…'
- Closes with Greg saying, '… but you've also got to make it intelligent.'
Ask students what 'issues' concern them. Get them to list the major five in priority order. If they had to make a short factual programme, what issue(s) would they base it on? What advice would they give the two producers?
Bright young thing
Clip 2: 07.30 – 08.33
- Opens with the narrator saying, 'On the other team, 18-year-old Rebecca is the youngest…'
- Closes with Rebecca saying, '…put my stamp on it.'
and
- Opens with Ruth Joseph saying, '…because Rebecca was looking anxious…'
- Closes with Rebecca saying, 'I just don't want to let people down.'
Do students think it was fair to include someone as young as Rebecca in the contest? Could an 18-year-old, straight out of school, command the respect of the other contestants? Is it harder for her than, say, 42-year-old Karen? Do Students sympathise with Rebecca's position? Can students think of a time when they have felt out of their depth? How did they handle or resolve it? What advice would they give Rebecca at this point?
Knowing Me, Knowing You
Clip 4: 33.32 – 34.15
- Opens with Gavin saying, 'So, Tracey, what have you got out of today?'
- Closes with Sarah saying, '…so you feel good about yourself.'
Which of the two participants do students think might have learned more about the other's lifestyle? Whose lifestyle have students learned more about during the programme? Who would students rather invite into class to question and have a discussion with? Who would they rather spend a day with?
Cross-questioning
Clip 5: 39.47 – 42.26
- Opens with Greg saying, 'Gina, if I could only choose one of the four of you, should it be you?'
- Closes with Chris saying, 'I personally think it's quite immature to do that kind of thing.'
How would students have responded to the sort of questions Greg asked, for example: 'Which of you should I keep on?' and 'Should I keep you rather than the others? Why?'
How hard is it to put yourself forward? Do students feel uncomfortable with people who seem to be 'boastful' and overconfident, or do they think that if you want to impress, you have to be prepared to grab at chances and, if necessary, push others back? Would they have liked to be put in that position? Did they approve of Gina's response? What did they think of both Chris and Sid recommending Felicity (Fliss)? Was it because of her gender, or her talents and character? Would the guys have taken that position for another man? How did they feel about Karen's reaction to being kept on after Rob decided TV was not for him? How would they have felt in Karen's position?
Predictions
Who should become the producers next week?
Ask students, either individually or in their groups if appropriate, who they think at this stage a) should win (ie, their choice) and b) will win (ie, Greg Dyke's choice). Retain answers, labelled 'Programme 5 – selection'. Revisit the students' responses after Programmes 1, 2, 3 and 4.
Repeat after each programme for comparison and to see how the students' attitudes change as the series (and their understanding of the issues and personalities involved) develops. Can any student select the eventual winner at this stage?
Further activities
There are excellent discussion possibilities after this programme. Possible topics include:
- The value of TV as an educating medium
- Should education be 'fun'
- What issues concern young people
- The psychology of the participants and how their personalities are emerging.
There is also the opportunity to let students create their own programme. Students could be asked to prepare and, depending on time available and facilities, produce a three-five minute 'issue-based' factual programme. Compare their content and style to the two teams' efforts.
