Basic HTML Version
November 1971
Television Violence
(Continueá from page 6)
guídelíne is to
/imit
the amount of tele–
visíon you watch and the amount you
allow your children to watch. And most
important, don't allow the television set
to become your child's baby-sitter, even
if it's not víolence and wrong pro–
gramming that he will be watching.
Any child wbo spends two, three or
four hours a day sitting passively in
front of the TV tube, gawking at
a world of make-believe and fantasy
The
PLAIN TRUTI-1
is losíng vital hours that should
be spent learning how to relate
and talk to brotbers, sisters, play–
mates, parents, relatives and neighbors.
Replace much of TV viewing with
family interests. What happened, for
example, to the good "old-fashioned"
family get-together where family mem–
bers simply talked - sharing interests,
ideas, needs, desires, thoughts on cur–
rent world events, happenings at school,
work or the neighborhood? Don't let
television stifle your family conversation.
Rather than permit the television set
47
to absorb all your leisure time, develop
an interest in sorne constructive hobby.
Children need to be encouraged to take
up constructive hobbies rather than
spend all their time in front of the TV.
The more a parent sets the example of
having outside interests such as hobbies,
themore apt his children will be to devel–
op other interests besides watching TV.
Take the necessary first step by turn–
ing the television set off earlier and util–
izing the needed initiative and thought
to develop more interests for you and
your children. O
Parent-Teacher Guide to
Children's Television Viewing
CATEGORY 01 EVALUATION
l. Does it appeal to the audience
for whom intended?
2. Does it meet people's needs for
entertainment and action?
3.
Does it add to one's understand–
ing and appreciation of himself,
otbers, the world?
4. Does it encourage wortbwhile
ideals, values, and beliefs?
(family life, etc.)
5. Does the
pro~ram
stimulate
constructive acttvities?
6. Does it have artistic t¡ualities?
7.
ls the commercial acceptable?
DESIRA81E
-
11:
It gives information and
1
oc
enter–
tainment related to real-life situa–
tions or interests.
Wholesome adventure, humor, sus–
pense.
Sincere; constructive; informative;
balanced picture of life; encourages
decent human relations; fair to
caces, nations, religions, labor and
management.
Upholds acceptable standards of
be–
havior; promotes democratic and
spiritual values, respect for law, de–
cency, service.
Promotes interests, skills, hobbies;
encourages desire to learn more, to
do something constructive, to
be
creative, to solve problems, to work
and to live with others.
Skillful production as to music,
script, acting, direction,
art
work,
sets, sound
effects,
photography.
Presented with courtesy and good
taste, reasonably brief, in harmony
with content and sound volume of
prograrr..s; delivered by announcer.
UNDESIRAB1E - 11:
Dull, boring, not related to experi–
ence or interests; exaggerated beyond
believability.
Unnecessary morbid emphasis on
cruelty and violence; loud, crude, or
vulgar.
One-sided propaganda; arouses prej–
udice; plays on emotíons and lack
of knowledge.
Glamorizes crime, indecency, intol–
erance, greed, cruelty; encourages
bad taste, false standards of material
success, personal vanity, intemper–
ance, immorality.
Details of theft, robbery, smuggling,
and other crime are shown; if prob–
lems are solved by brute force, or if
situations are resolved by chance rather
than by logical story development.
Poorly done job; confusing; hard to
follow; action too fast, too slow;
sound too loud, too low.
ls too loud; too many; deceptive; has
poor taste in content and treatment.
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