GCSE Media Studies Unit 1 Topic Game Shows

1. Autumn – Spring 2016-17
Television Game
Shows

2. • Mapping out the Territory
• Audience
• Institutions
• Media language & Representation
• The Unit 1 Exam
• Q&A
• GCSE Reform
Agenda

3. • The cards are all from TV Game Shows. Separate these unto sub-genres and
then list the sub-genres you have decided on, and the examples of each, on the
sheet given.
• Take it Further: add your own examples to the ones you have given. Can you
think of any sub-genres that have been missed out?
Starter Activity

4. • They are a staple ingredient of television programming and schedules.
• Often set in TV studios in front of a live audience, they have the element of
competition at their core.
• There are several sub genres, all of which are appropriate for Unit 1 purposes
• According to Wikipedia sub genres include: activity oriented, dating, panel
games, puzzle oriented and quiz shows.
• Students should engage with a range of programmes across sub-genres.
• Reality television shows, although having many similar conventions (and often
a ‘game element’ to them), differ as they usually have a focus on ‘talent’ or
real-life/work scenarios and therefore should not be used in the study of
Television Game Shows.
Television Game Shows: Mapping out the territory

5. • Audience
• Institutions
• Language
• Representation
The Four Concepts

6. • Number Wang (Mitchell and Webb)
• Joey on Pyramid (Friends)
• Quiz Show (1994: Redford, R. Dir.)
• Slumdog Millionaire (2008: Boyle, D. Dir.)
• Gogglebox families watch University Challenge
http://www.albionmill.org.uk/?page_id=1956
Introductions – Game Shows in the Media

7. Audience

8. 1. Audience
• Who are the target audience for game shows?
• Why do we watch gameshows?
Audience

9. • Anyone can be part of a studio audience. Tickets are free, but limited.
• www.aplausestore.com
• www.lostintv.com
• www.sroaudiences.com
Audience

10. • Many Game shows are targeted towards a broad, mainstream audience
• Game shows seek primarily to entertain their audience but they can offer
gratifications such as providing information and social interaction
• Mainstream television programming seeks to entertain old and young
audiences, males as well as females and members of all economic/ social
classes
• Some game shows have a more clearly defined niche targets.
Audience

11. • Many Game shows rely on audiences playing along with the game at home
• Quiz shows and puzzle shows encourage audience engagement
• Some quiz and puzzle shows offer competitions to generate more audience
interaction
• Action game shows encourage audiences to support a specific contestant or
team and so the audience become invested in the result of the game
• Dating game shows allow audiences to judge the contestants and make
‘selections’ for themselves or critique the selections made by contestants.
Audience

12. • According to Bulmer and Katz Uses and Gratification Theory audiences make
media selections based on the type of gratification they seek (other U&G
theorists are available)
• The primary gratifications Bulmer and Katz identified are:
-Diversion
- Escapism, Passing time, release of tension
-Personal Relationship
-Using the media to fulfil the need for companionship
-Using the media to form social/para-social relationships
-Surveillance/ Cognitive Needs
-To view others’ experiences
-to acquire information, knowledge or understanding
Audience

13. • In more recent studies looking at entertainment media a range of gratifications
were identified including:
- Mood Management
- Sensation seeking
- Vicarious experiences
- Downward social comparison
Audience

14. • It is worth noting that different people may get different gratifications from
media products
• The inclusion of new media based elements can add to the type of gratification
available
• Audiences could use the more interactive elements of game shows and use
them as a basis of socialisation e.g. two-screen viewing
• Audiences may seek self-identification and/or status in the more participatory
aspects of game shows
Audience

15. Activity 2
• Choose two of the game shows you identified in the starter activity – choose
examples from different sub-genres
• What types of gratifications do they offer – and how?
Audience

16. • Some game shows target very specific audiences
• The audiences may be identified by basic demographics such as:
- Age
- Gender
- Social/ Economic class
• Can you think of specific examples of game shows that target very specific
audience?
Audience

17. • Most game shows, however, tend not to differentiate the audience in these
ways
• Different types of game shows will appeal to audiences through their personal
interests and the personality types of the audience
• Values and Lifestyles audience categories can be useful when considering the
types of person the game show is targeting – and this can be generalised in
terms of the sub-genres of game show
Audience

18. • There are lots of lifestyles identified but at first it may be more straightforward
to just consider four difference audience types:
- Thinkers
- Makers
- Experiencers
- Achievers
Audience

19. Activity 3
• Using the VALs categories, which type of audience member is most likely to
find the following of interest?
• Activity Oriented Game Shows
• Dating Game Shows
• Panel Game Shows
• Puzzle Oriented Game shows
• Quiz Shows
Audience

20. • Contemporary audiences do not always watch television game shows on
television
• It is common for game shows to be made available for streaming after the
initial broadcast as well as on YouTube and other online sites
• Online sites can provide additional content – behind the scenes footage,
interviews, previously unseen footage
Audience

21. • Additional audience appeal can be created by:
• The choice of presenter
• Use of the ‘red button’
• Break bumpers
• Competitions
• Twitter
• Other ideas?
Audience

22. Audience
Production Activity – A
• You are a media producer who wishes to create a new game show
• Select an audience, a sub-genre and a presenter for your game show
• What techniques will you use to encourage audience interaction?

23. Institutions

24. • Institutions like game shows as they are relatively cheap to produce
• Sets and props are reused
• Members of the public do not charge a fee
• Crew costs are relatively small
• Multiple episodes of studio based game shows can be films back-to-back in
front of the same audience
• Gameshows often attract large audiences
Institution

25. • Some channels specialise in game shows – for example Dave; Challenge TV
• Game Shows’ repeated format create their own brand
• They can create more interest and appeal by offering different approaches to
the brand. This could include:
• Celebrity Specials
• Seasonal Specials
• Hybrids and Spin Offs
Institution
• www.dave.uktv.co.uk/tv-guide
• www.challenge.co.uk/tv-guide

26. • Different broadcasters have different target audiences
• The scheduling of gameshows also relates to the target audience
• The gameshows each channel broadcasts reflects the demographics they
usually appeal to
• Activity
• Match the game show with its broadcasting channel – reuse the grid from
the starter activity
Institution

27. • Successful gameshow formats are sold all over the world
• This can create an important income stream for the creators of the format
• The globalised nature of some gameshow formats seems to indicate that
audiences all over the world find game shows appealing and they share similar
tastes
• Presenters will change as will some of the set-design etc. But the format of the
game will stay the same
Institution

28. • The ‘The Chase’ case study
• What genre of game shows does The Chase fall into?
• Who is the programmes target audience?
• How does The Chase make use of narrative devices? To what effect?
• What gives the shows a broad appeal?
• How important is the host of the show?
Institution

29. • Production Activity – B
• Going back to your original idea…
• Devise a mechanism for your game?
• How would you sell your gameshow?
• What channel would be most likely to broadcast your gameshow?
• What time of day/ day of the week will it shown?
Institution

30. Media Language
& Representation

31. Activity First thoughts
What conventions would you expect to find used in a TV Game Show, using
the following heading:
Mise-en-scene: Costume
Lighting
Actors/ Actions
Make-up, Hair
Props
Set
Sound
Camera Shots
Camera movements
Editing techniques
Media Language

32. Media Language
TV Game Shows usually take on a familiar narrative sequence:
• Exposition (Setting up the game)
• Conflict & Build-up (Playing the game)
• Jeopardy & Resolution (Winning the game)

33. Media Language
Links given below are to full episodes
• The Cube – www.youtube.com/watch?v=ebvK31OIWio
• The Chase – www.youtube.com/watch?v=UeoVMo0C2OM
• All Star Family Fortunes – www.youtube.com/watch?v=f5LHR2WYckY
• Total Wipeout – www.youtube.com/watch?v=NURsQrY-cFg
• A Question of Sport - www.youtube.com/watch?v=Ms9n7w3MBcM

34. Media Language
Openings to TV Game Shows, including the opening titles.
What are the common conventions used in all all of these opening sequences?
What conventions are generally used in the opening titles?
In each case:
• What are you shown / introduced to?
• What has not been introduces so far?
• From this part of the show alone, what do you understand the show to
contain?
• What media language have the producers used to try to hook the audience?

35. Media Language
Introductions
Consider:
• Hosts
• Contestants
• Celebrities
• Panels
• Audiences
• Self-representation (how the contestants ‘create’ a persona)
How is media language used in the introductions of the host and the
contestants?
How are they being represented during this phase of the show?

36. Media Language
Playing the game:
In this phase of the show, how are each of these represented?
The host
• Where is the host placed? What is their role? How do they interact with
the contestants, the studio audience, the TV audience, and any other
people within the show?
The contestants
• Where are the contestants placed? What is their role? How much
guidance do they appear to have had?
Look at the use of studio lighting, camera shots, and editing, and listen to the
music and dialogue, to see how these representations have been created

37. Media Language
The climax or final round of the game:
How does this sections of the show use media language to create tension?
How is as sense of jeopardy created?
How is this different to the earlier rounds?
Consider especially the use of lighting, camera, sound and pacing.

38. Media Language
Production Activity C – Returning to your own TV Game Show:
• Formalise the mechanic for your show, thinking about creating tension,
engaging the audience and creating entertainment
• Decide on a title to convey this to your target audience
• Select colours, sets and props
• Decide on how you will choose your contestants, and how you want them
to be represented
• What will the relationship between host and contestants, and host and
audience, be like?

39. Representation

40. Representation: Social Groups
Within the shows’ hosts, contestants and audiences, how are the following
represented?
• Women
• Ethnic minorities
• Different social classes
• Celebrities vs the public

41. Representation: Game shows in other media
How are the game shows, their hosts and their contestants represented in
other media?
Tabloids
Local newspapers, print and online
(e.g. the Manchester Evening News covering ninja Warrior UK)
www.manchestereveningnews.co.uk/whats-on/film-news/watch-ninja-
warrior-uk-hosts-8989073

42. Representation: Production work
Production Activity D
You want to launch your show on applausestore.com and lostintv.com
Design the webpage that will hook in the right contestants and/ or the right
studio audience

43. Representation: Production work
You want to launch your show on applauseatore.com and lostintv.com
Design the webpage that will hook in the right contestants and / or the right
studio audience.

44. Pitching an idea
Production Activity E
You have been devising a television game show, which you are now to pitch to
your chosen TV channel prior to production. Include in your pitch:
• Title and USP for the game show
• Mechanic – how it works
• Target audience
• Suggested host
• How to select contestants
• Prizes
• Why this will appeal to its target audience
• An outline of your potential marketing campaign

45. The Unit 1 Exam

46. Before the pre-release students should be able to:
• Analyse and explain the appeal of a range of television game shows
• Analyse and dissect a brief
• Focus a response on the precise needs of a given task
• Write a pitch
• Use their knowledge of a variety of production skills
• Be able to write succinctly, using terminology
• Be able to respond in role
• Be able to offer a rationale or evaluation, explaining the appeal to
audiences
• Write within the time constraints of the examination

47. Above all
• Students need to be able to work independently and think for themselves!

48. Working with the pre release materials
Activity
Write your top 5 tips to help students use their time well once they have
received the pre-release material.

49. Task One, 2016
• As ever, Task One is essentially testing knowledge and understanding of the
topic area. In this case, science fiction film
• Candidates must refer to two examples in their response. AO1 mark is
limited to Band 3 (3 or 4 marks) if only one example is given.
• Candidates who give more than two examples are sometimes self-
penalising, as it is the depth of knowledge rather than breadth of
knowledge which will warrant a mark in the higher bands. However, some
candidates used two examples per bullet point, which worked well.
• Coverage of all bullet points in important.
• The key differentiator is often the extent to which candidates exemplify
their knowledge of the topic are through the bullet points in the question

50. Unit 1 Task 1 extracts 2016. What are the qualities of each extract?
Have a look at the following extracts, all of these answers have different
qualities – what do you think?

51. Learning from Unit 1: Science Fiction Film
• Candidates need to be well taught and prepared
• Unpick the demands of the brief
• Close engagement with the brief is vital
• Close focus on each task is crucial. No other material required
• Best responses provide examples
• Best responses are able to use vocabulary well
• Best responses do not outline media theory which is then not applied or
used
• Best responses are confident in working with key concepts of Media
Language, Institutions Representation and Audience
• Best responses are able to confidently use the codes and conventions of a
given design task

52. Timeline
• 2017 examination – TV Game Shows
• 2018 examination – Serial TV Drama
• 2019 – new specification

53. GCSE Reform
• New draft specification available now
• Support is available now throughout the year
• Free launch/ Preparing to teach evenest – book now
• Q&A

54. Thank You