Narrated Powerpoint

Language Features in Children’s TV Programmes SOUND

More PowerPoint presentations from Jenny

Minutes 8/12/2013

Today myself, Hannah and Catherine met to narrate the presentations and upload our voice notes in preparation for tomorrow's deadline.

We have booked a study room from 10am - 12pm tomorrow morning in the library to finalise our presentation.

What we want to do for tomorrow:

• Time the presentation
• Finalise references
• Elaborate on certain slides

Minutes- 2/12/13

What we have done:

·         We have all been working individually over the past few weeks in order to analyse our individual programmes.

·         We met earlier to compare notes and place the analysed data in to a power point presentation

·         We arranged a date and time to record our findings for submission

·         We cross analysed our data with each other

·         We found, read, and cited relevant sources

·         We sorted out our the structure to our presentation and made it more consistent

What we have to do:

·         Add final details on to the slides

·         Put the finishing touches on the presentation

·         Practise delivering the presentation

·         Film our discussion of findings

nNote: we attempted to upload the Powerpoint to this blog, but were unable to. Is it possible that you know how? 

Milestone 2

What we have done so far:

• Decided on our data
• Started to analyse phonological features within the data
• Distributed readings
• Decided on regular meetings, and made new meeting times/places
• Met with Alison to tighten up our data, and also met with Caroline for some general feedback

What we have got to do:

• Finish analysis of data
• Read through the readings, and compare and contrast our findings 
• Publish analysis and confer findings with one another 
• Prepare for presentation

Minutes for friday 8th November meeting

The first thing we discussed was changing our question to focus on language features in a children's program rather than CDS. From previous advice and comments from Alison we realised that we needed to tighten up our project a bit as it was getting confusing, so we decided to modify our question instead of completely changing the data we had planned.

We also wanted to tighten up our research data, by making sure we have a time frame - we want to be able to make a comparison between nineties and noughties programs and so we will be looking at data from every 5 years. So while we have decided to keep our chosen programs, the period from which we take each episode isn't as random. This now means we will taking episodes from the following periods:

Winnie the Pooh - 1990
Sooty and Sweep - 1995
Rosie and Jim - 2000
Peppa Pig - 2005
In the night garden - 2010

Now we are looking at language features, we will need to edit our reading list to lose some of the readings on child directed speech. To get this done we have decided to increase our meetings to twice a week in order to pick up the pace of this project.Our next meeting is monday at 4pm and we have arranged a meeting with Alison on tuesday as well.

Peppa Pig- Frazer Heritage

the television show I will be analyzing is "Peppa Pig". This programme started in Britain in 2004,but has now spread to over 180 countries and is still being broadcast (BBC, 2010).The approximate age for watching Peppa Pig is 3 years old (Slaton, 2013), which falls within our age range. Most episodes of Peppa Pig appear to be approximately 10 minuets long. Therefore, the data is still relatively small compared to 2 30 minute videos. I have found a sample of some episodes on Youtube (http://www.youtube.com/watch?v=Uw45TxruObA) which I will analyse from.

In regards to potential difficulties that may arise in this project, and the advice Alison has already given us, I think that using this relatively modern programme in comparison against an older programme (such as Rosie and Jim) will lead to an interesting analysis and unique findings. It is possible that the features of CDS may have become more prevalent over time,
 In addition to this, it could be possible to look at the features used between animation and puppetry. I feel that it may be possible that body language may be represented in different ways because of the animation/ puppetry. This is because in animation, anything is possible and both the laws of physics and biology do not need to be followed. Therefore, emotions may be over-exaggerated.
It must be acknowledged that while there isn't necessarily a narrator talking directly to the children, the narrative structure, repetition, and phonological features in programmes such as Peppa Pig may replicate those found within CDS. Therefore, by characters, such as Peppa Pig herself, repeating key words in the programme, it is possible that the children will acquire that word. This may also be aided with visual representations on screen.

references:
BBC, 2010. Available online at: http://news.bbc.co.uk/1/hi/uk_politics/election_2010/8645658.stm last accessed: 03/11/2013
Slaton, J. 2013. Available online at: http://www.commonsensemedia.org/tv-reviews/peppa-pig ;ast accessed 03/11/13

Rosie and Jim

I have chosen to analyse the children’s television programme Rosie and Jim. This was a British television show that ran from 3^rd September 1990 until 11 December 2000. The programme continued on and off until 2004.

In regards to Alison’s comments on the other posts I thought I would use this opportunity to look for similarities we could use in our data. For example both mine and Jodie’s shows are 90’s children’s TV shows so we could base our analysis on this. An idea could be to have three shows from the 90’s and three from the 2000 – 2010 era and compare similarities and differences between the two. Series 3 (1995), series 4 (1996), series 5 (1997) and series 6 (1998) are all from the time frame Jodie suggested she would use - 1993-1998.

Alongside time frame we could have as a criterion British TV shows which Rosie and Jim is. It was also aired on CITV so we could compare the differences between the shows shown on CITV and CBBC although I doubt many differences would occur.

The running time of Rosie and Jim is 11/15 minutes therefore we need to look into the sections/amount of time we’re giving to each episode we’re analysing. Therefore we could have as our criterion programmes that do not exceed 15 minutes.

However this is all subject to the meeting we attend on Friday where we can discuss all of our findings and Alison’s comments.

In terms of finding this data I think my mom has kept some of my old Rosie and Jim videos but if not I will use Youtube via this link http://www.youtube.com/watch?v=SNDuNh_Rw6Y