Level(s): Grades 9 to 11

Overview

This unit on crime-based television shows explores the aesthetic, structural and commercial underpinnings of crime dramas and reality-based cop shows. The four lessons, which are listed at right, include:

• A crime quiz to help students to understand the difference between real life and the reality portrayed in crime dramas and reality-based cop shows.
• A lesson about viewing crime dramas that helps students understand how stereotypes and technical devices in crime dramas affect real life attitudes and perceptions.
• A lesson about the scripting process to help students understand crime show plot formulas and structures.
• A lesson where students analyze the differences between Canadian and American crime shows.

Learning Outcomes

Students will demonstrate:

• An understanding of the commercial and ideological implications in crime dramas and reality-based cop shows.
• An appreciation of the aesthetic elements of the crime drama and reality-based television genres.
• An understanding of the process involved in creating and producing television shows.

Key Concepts

There are several key media concepts that students should understand in approaching this unit.

1. Crime shows are constructed realities, responding to the demands of the market, the needs of advertisers, and the requirements of the drama itself.
   
2. Crime shows construct versions of reality that will sell shows.
   
3. Crime shows contain commercial lifestyle and product messages.
   
4. Crime shows embody values and ideologies such as the acceptance of authority; violence as a means of solving problems; the cause of crime as an individual responsibility; and the nature of crime as violent acts by young people.
   
5. Crime shows have their own formulas and language: the chase, the solution, the criminal with negative appeal.
   
6. Crime shows can be enjoyed and appreciated through knowledge of their patterns and an aesthetic appreciation of the visuals and sound.

Student Growth

Before	After
accepts crime shows as being realistic	recognizes that crime shows use plot formulas which are limited reflections of reality
thinks that the advertisements are the only commercial content	understands the commercial implications of the shows
is unaware of the effects of crime shows on his/her views about crime and society	recognizes the power of crime shows to influence our attitudes and views about society
uncritical enjoyment of the conventions of crime drama	identifies and understands the techniques used in crime dramas
watches TV passively, without critical skills	increases enjoyment and appreciation of drama through knowledge and understanding of its components

Approaching the Unit

In order to heighten student interest, ask them to contribute items for a display about crime drama. Items may include: promotional material supplied by the police; clippings from newspapers and magazines on crime or crime drama; promotional material from TV stations; posters of crime films; artifacts such as clothes or toy guns; crime novels; old radio crime dramas, if available.

Arrange for guests, such as police officers, reporters, former criminals (half-way houses are a good source), to "feed" the "reality checks" throughout this unit.

Note: Students should receive credit for contributing this material.

Crime Drama Lessons:

Introduction

Crime Perceptions Quiz

Viewing a Crime Drama

Scripting a Crime Drama

Comparing Crime Dramas