What makes reality TV a must

Reality TV - which of it is actually real?

Unit 1 - Preparation - My TV diary (4 weeks)

The children keep a television diary over a period of 4 weeks
Diary in which they - with the promise of being able to remain anonymous - document their television use. The television diary is explained to the children and parents.

The following information should be recorded in the TV diary:

  • Age and gender
  • Favorite medium
  • Technical equipment in the family and in your own children's room
  • Program preferences (genre, specific programs, favorite program)
    - Content and (favorite) character of the favorite show
  • Television usage
    - How much time is spent in front of a screen per day?
    - What time do you watch TV?
    - Is there a time of day that is mostly watched TV?
    - Does the child watch TV alone, with family members or friends?
    - Could television be dispensed with?

Unit 2 - Prejudices, wishes and dreams

day 1 Mine, your, our prejudices

The class is divided into two groups - each accompanied by an educational specialist or a media educator. The respective specialist introduces the topic in the groups. For this purpose, the first step is to approach the term “prejudice”. It is important to find an age-appropriate definition so that you can finally discuss it (materials on this in the section Further links and literature).

Finally, in the group, the children discuss the following questions:

  • What are prejudices?
  • Where are you from?
  • What is “true” about prejudices?
  • Can prejudices be avoided?
  • What prejudices are known?
  • What prejudices do the children have?

The results of the discussion are recorded in writing. A poster is created for each question discussed.

Finally, each group presents its results to the other group. The group's findings from the introduction and discussion are summarized and the day is reflected on.

day 2 Mine, yours, our desires and dreams

Wishes and dreams are not infrequently projected onto television programs. The
Children therefore deal with their wishes and dreams: What is
a dream? What is a wish What are their own wishes and dreams?
Children? What do you want to become one day? How do you want to live? How can they
Wishes and dreams of the children are implemented? There are two philosophies
Groups. Afterwards the children occupy themselves in a creative way and
Wise with their wishes and dreams. For example, the
Design of a poster, a drawing, a comic or the production of a
short radio play or mobile phone film.

Day 3 Reflection and evaluation

At the end of the unit, all experiences are reflected on and gained
Summarizes findings, for example in a blackboard picture.

Unit 3 - TV and me

day 1 My television use - sharing experiences

The children split into two groups. In these they report on their television use (basis: television diaries), discuss common ground and
Differences in television habits and preferences name and describe role models and idols as well as their characteristics and peculiarities. In a second step, the favorite show as well as role models and idols of the children are recorded. This is implemented creatively (e.g. poster, etc.). Wishes and dreams associated with the programs should flow into the children's works.

day 2 TV genre or TV genre

After a short repetition of the first day of this unit, the children learn
differentiate between different television genres and classify their favorite show. The focus should be on the different reality TV formats.
The class is divided into two groups. In these, the educational specialists present the different television genres, their characteristics and current examples (possible reference to the television diary). The genres are then classified into three categories: real (real / real), fictitious (made up) as well real and fictitious.

In a reflection and evaluation round, what has been learned and the associated experiences are summarized and reflected upon.

Unit 4 - Reality TV

Day 1 - Awareness

The children sit down in this unit with the broadcast format Reality TV and
its sub-genres apart. These are presented to the children, for example with a Power Point presentation or by showing recordings of programs. The questions are answered in two groups: What do all genres have in common? Where are the differences? What is real and what is fictional? How credible are the situations and information? Why is reality TV entertaining?

Day 2 - Stylistic means of Reality TV (approx. 1.5 h)

Above all, the use of certain stylistic means in the Reality TV make it difficult for the young television audience to clearly separate reality and fiction.
In preparation for your own Reality TVBroadcast, the children get to know this. There are a variety of them Reality TV-Broadcasts. It is therefore advisable to concentrate on a few examples in the groups that are known to the children or that are used. Finally, there is an evaluation and reflection round.

Unit 5 - From the idea to your own reality TV

day 1 Introduction / preparation

1. Handling the camera
The children are made familiar with camera technology in a playful way: Working in small groups, the camera and its functions are shown and explained to them. You can try it out yourself and try, for example, the start, stop and zoom functions, different perspectives (normal, frog and bird's eye view) as well as setting sizes. The first stylistic means can be used here. The pedagogical specialist is there to provide support.

2. Idea generation and script
Children and executors decide together what content their reality TV show should have. Well-known programs can be replayed or your own can be invented. The common brainstorming is followed by the writing of a script.

Possible questions to be clarified are:

  • What content should the program have? For example, should a “school documentary” or a “family series” be created? Do the kids want to shoot a reality show or make up a casting show?
  • How many programs should be shot?
  • Who is the program aimed at?
  • Which actors are needed?
  • Which character traits do they have to have / play?
  • How do you arouse the audience's emotions?
  • Which stylistic means are to be used?
  • How can dramatic scenes be created?
  • How high should the real or fictitious (imagined) proportion be in the program?

3. Allocation of tasks and roles
The roles and tasks of the actors (director, actor, sound, light, camera) are distributed.

Day 2 and 3 Rotate

Your own reality TV show comes “in the box”. The children can do theirs
Practice roles before actually taking the picture with the camera.
How many days of shooting are necessary depends on the idea.

Day 4 and 5 Viewing and cutting the recordings

Day 6 Reflection and follow-up

The finished film is presented and analyzed. What has been learned is repeated in an open round. In addition, the children have the opportunity to reflect on what they have experienced.

Unit 6 - Parents' event

The project, the film recordings made and the experiences made
are presented by the participating students.

Unit 7 - reflection and evaluation

At the end of all units there is a reflection and evaluation round of the
Project and the associated experience of all those involved. The findings from the project are summarized and documented photographically or on film.