Reality TV Is More Positive than Negative - Research Paper Example

Reality TV is More Positive than Negative Reality television refers to the TV genre that airs unscripted documents, situations, and actual events. Ordinarily, reality TV features unknown actors and not established ones. Many reality TV programs fall under a subcategory, which employs different themes, and in some cases incorporates the elements of other programming genres. Examples include reality game shows, reality documentaries and reality legal programming. Reality television was started in 1948, after the release of the television series Candid Camera. The genre of reality TV exploded around 1999 and 2000, after the success of series programs like Survivor and Big Brother. Reality TV presents the lives of ordinary people to viewers, as a platform for exploring the subjects featured in the programs, towards demonstrating their story and to clear areas of misconceptions. This paper will explore the genre of reality TV, demonstrating the positive and the negative impacts it causes on its viewers and the society at large. The paper will end in the conclusion that reality TV causes more positive than negative impacts on society (Malekoff 2). The Arguments in Support of Reality TV Radford (1) discusses that, despite the fact that reality is often criticized as a vacuous genre that cannot communicate social value, a study carried out on girls between the ages of 11 and 17 demonstrated the opposite. The study showed that the girls that watched reality TV benefited from it in a number of areas, including that it became a learning avenue, it opened new communication lines and it motivated their engagement in social causes (Kilborn and John 123). For instance, the findings from the study showed that 75 percent of the girls surveyed, were inspired to converse more with their friends and their parents. Some girls reported that they gained inspiration from the reality TV shows, with more than 68 percent of the girls that watched, claiming that it made them develop the outlook that they could achieve anything in life (Radford 1). Sixty-two percent of the girls that watched reality TV reported that the genre increased their awareness of social causes and issues, including those related to personal development. Contrary from the outlook that watching reality TV corrupts the outlook of viewers, the girls surveyed – viewers and non-viewers of reality TV – held the view that the value of girls is not based on their look. This account demonstrates that reality TV develops the outlook of members of society, and demonstrates that it helps them develop positive traits that help them in daily life. Among the characteristics learnt through reality TV, among the girls surveyed, include motivation, leadership characteristics, self-esteem and social consciousness (Fetveit 787). Among the regular viewers of reality TV, common views included that the girls viewed themselves as a source of good influence; they viewed themselves as mature, funny, smart and outgoing. Following the expanded outlook of the girls, it was also most likely that frequent viewers would aspire to take leadership roles, as they viewed themselves as leaders – more than the non-viewers did (Radford 1). Contrary to the view that reality TV shapes the outlook of teens, towards becoming obsessed with beauty and making boyfriends, the study demonstrated that the views of the two groups were similar. For instance, 42 percent of the non-viewers group spent a lot of time admiring and working on their appearances (Radford 1). Among the viewers and the non-viewers groups, less than half of the girls reported inclination towards dating. The study of the girls demonstrates that the negative impacts of watching reality TV are not as high as they are often projected, and the benefits are far-reaching. For instance, the outlook of the girls that they were mature and a source of good influence are likely to change their outlook towards life in a positive manner. This demonstrates that reality TV influences the outlook of viewers in a positive manner, and is likely to change their outlook about life and themselves, which is likely to affect the future of viewers (Fetveit 789). Andrejevic (78) notes that young viewers find reality TV highly instructive, besides being a source of entertainment. From the programming, they learn new ways of relating to friends and family; they learn about dating, and it offers information on ways of dealing with sensitive issues like HIV/AIDS, mental illness and cancer (Rose and Wood 84). The instructive nature of reality TV is based on the fact that the programming is unrehearsed and unscripted therefore is able to portray the realistic consequences of human actions and the true feelings that result from actions – whether good or bad. Therefore, the characters in the programs will offer young viewers clear examples about the crisis in the society, including the channels of solving problems. Some of the values that can be learnt through reality TV include involving parents and friends in personal problems and seeking counseling, where the case demands. This effect of watching reality TV demonstrates that it influences the viewers in a positive manner, increasing their knowledge levels and the control they will have on different situations (Kilborn and John 124). The fact that reality TV is a channel through which stars are formed is another advantage of the programming, which shows that it is a positive phenomenon in society. More practically, even the reality TV programs that are not staged like competitions, the names of the stars are developed. For instance, Lauren Conrad, who started her acting career as an actor in the MTV series Laguna Beach, and later featured in “the Hills” grew into a spokesperson, best-selling author, and a fashion designer (Fetveit 790). The exposure received through the reality TV shows nurtured her personality and also developed her name, which fostered her growth in the different areas that she has specialized on. This example shows that through the exposure of reality TV, many young and aged people are nurtured into high-potential individuals that can perform in areas that they would not do, before getting the exposure. Further, the success that results from the exposure motivates more and more youths, towards believing that they can make a difference, regardless of their beginnings. Therefore, this shows that creation of stars through reality TV causes a long-lasting impact on the stars as well as the society, which spurs further success. Through reality TV, the programming on TV is made more exciting and the viewers of the programming are exposed to a higher and more creative ridicule of vices and other shortcomings in the society. Through the satire embedded in reality TV, the vices committed within society are exposed; the follies of the members of society are exposed, and the consequences of such actions are portrayed through the examples in the shows. The best part about the satirical presentation of the expectations of society include that the values expected from members of the society are presented in an exciting manner, which cultivates the interest of all society members. Through the communication of these values, the people that commit evil acts in the society are ashamed and ridiculed, which offers them a chance for self improvement (Fetveit 790). Therefore, through the experiences communicated through reality TV, society members are exposed to the consequences of the choices that they are likely to make in life, which helps them avoid negative consequences. This educative role of reality TV, which communicates to community members – the values that are expected and required from them, within the society helps in the improvement of society, which causes positive influences. Through some types of reality TV, for example observational docusoap, the programs exposes the viewers to experiences beyond entertainment and the learning of values. One such program is “fly on the wall,” which combines the real experiences of modern life and the conventional outlook of soap opera (Winston 85). During the making of this kind of reality TV, the camera exposes ordinary people during their ordinary day. For example, they are commonly grounded on the high-stress situations at the working areas of some people. Some cases include law enforcement, border security, and medical emergency cases – exposing the viewer to the daily experiences of the workers in these areas. Through the programs, the program-maker communicates the easy, the difficult and the bad side of the work of the work area in question. As a result, society members that are still in the process of choosing their career are exposed to the practical experiences of the different career settings, which allow them to make informed choices regarding the careers to choose (Fetveit 793). For example, a young person exposed to the stressful work environment of the police or a medical practitioner is likely to choose the career, while acknowledging the challenges that come with it (Malekoff 3-4). Through the exposure gained from the programs, informed decisions are made, regarding the changes that can be enforced in the work areas featured in the programs. For example, in the case the documentary exposes areas that require further research; the relevant authorities are able to plan research and development programs. Through reality game shows, the participants are exposed to demanding surroundings, where they are required to compete, so as to avoid elimination. An example of such a program is the docusoap Survivor and Big Brother. Through these programs, the competitive outlook of the participants is nurtured, and their talents and skill areas developed. More than the change caused in the participants, the viewers are exposed to the first-hand experiences of the participants, therefore are compelled towards developing the characteristics communicated through the programs. Therefore, the outlook of the participants helps communicate the need, the value, and the ways of developing the values promoted through the show (Winston 84). For instance, through such a program, the value of characteristics like confidence, self-esteem and attentiveness could be communicated through a musical contest. Therefore, the programs’ design and the demands it presents from the participants offer a self-inspection opportunity among the viewers, who are likely to discover their personal abilities, talents and weakness. This shows that the real value of reality TV is not only expressed through the participants, but also among the viewers, who discover their abilities and the areas they should change. The Arguments against Reality TV Reality is often the staging of real people in ordinary surroundings, but there is a problem that the situations facing the actors are deliberately manufactured, and the behaviors and the emotions of the participants are monitored. Therefore, this shows that the presentation of reality TV as real is often misleading to the audience, especially young viewers, who may not judge the contexts fully. The effect of the deceptive view is that the young viewers will embrace the fabricated reality portrayed in the programs, when in the real sense; the real situation will not be similar to that presented there. As a result, there is long term impacts on the viewers, including that their outlook towards the real situation is reshaped, which is likely to affect the solutions developed when faced by the real situation. One example is that of a youth who is presented to the fabricated challenges of inter-racial relations and interactions. Contrary to the processed situation, the given youth will encounter different individuals, which will require different responses, which they may not have nurtured, due to the conception developed through the program (Blair, So Kuen, Ranbir and Bernhardt 1517-1519). Many reality TV shows communicate antifamily values, which may be contrary to the values that should be promoted in the real world. For instance, many youth real TV programs give priority to fighting and partying as ordinary behaviors, which is likely to promote the development of bad language, meanness, and substance abuse. This shows that reality TV – when presented in the wrong way – is likely to foster the development of negative values (Winston 74). Conclusion Reality TV is the genre of unscripted events, situations and documents – often featuring amateur actors. Some reality TV programs employ the themes of other film genres, including family and community values. Despite the fact that reality TV is often criticized as empty, and a genre that cannot communicate social values, different sources demonstrate that reality TV can form a very important source of learning. From a study on girls between the age of 11 and 17, it was demonstrated that the shows influenced the development of leadership traits, personal confidence and a sense of responsibility. The study also showed that the exposure to reality TV did not change the outlook of the girls towards negative aspect of life, for instance excessive dating. Through reality TV, the interpersonal communication abilities of viewers is influenced, which is likely to improve their relations with family and friends. Exposure to Reality TV programming offers viewers information on the strategies of dealing with the real situations that face people within the society, including the way to handle conditions like HIV/AIDS. Through such programming, the community can promote the development of expected community values, while discouraging negative values. Reality Programming exposes viewers to information that they would not otherwise get exposure to, including the real nature and the demands of some careers like security and medical practice. The arguments against reality TV include that it is misleading to the viewers, and it communicates antifamily values. The positive effects of reality TV are more than the negative effects, which shows that they are a contributor towards the betterment of the society. Works Cited Andrejevic, Mark. Reality TV: The Work of Being Watched. Lanham, MD: Rowman and Littlefield, 2003. Blair, Nicole, So Kuen, Yue, Ranbir, Singh and Bernhardt, Jay. “Depictions of Substance Use in Reality Television: A Content Analysis of The Osbournes.” BMJ 331 (2005): 1517- 1519. Fetveit, Arild. “Reality TV in the digital era: a paradox in visual culture?” Media, Culture & Society 21. 6 (2000): 787-793. Kilborn, Richard, and John, Izod. An Introduction to Television Documentary: Confronting Reality. Manchester: Manchester University Press, 1997. Malekoff, Andrew. REALITY TV VS. REAL LIFE: HELPING YOUR CHILD KNOW THE DIFFERENCE. North Shore Child Guidance (2002): 2-4. Radford, Benjamin. “Reality TV: A Positive Influence for Girls?” Discovery, 2 Dec. 2011. Web. 11 April 2013 . Rose, Randall, and Wood, Stacy. “Paradox and the Consumption of Authenticity through Reality Television.” Journal of Consumer Research 32 (2005): 284-285. Winston, Brian. Claiming the Real: The Documentary Film Revisited. London: British Film Institute, 1995. Read More