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Business-Managed Democracy‘Business-managed democracies are those in which the political and cultural
School Broadcasts
Channel OneBus Radio
Channel One Reference: Quoted in David France, ‘This Lesson Is Brought to You By...’ Good Housekeeping, February, 1996; Marianne Manilov, ‘Whittling Away Student's Education’, Environmental Action, Spring, 1994, p. 17.
In the late 1980s Chris Whittle realised that teenagers were “the new pipeline into American households.” To take advantage of this pipeline, Whittle Communications founded Channel One. From 1990 Channel One loaned schools VCRs, televisions and a satellite dish “in exchange for students’ minds for 12 minutes each day.”
Reference: Claire Atkinson, ‘Kicked out of Class: Primedia Sheds in-School Net Channel One’, Advertising Age, 23 April, 2007; Michael J. Sandel, ‘Ad Nauseaum’, The New Republic, 1 September 1997, p. 23. By 2007 Channel One was being shown to 7 million students across the nation – 30 percent of middle and high school students in the US. It has been banned in high schools in the state of New York. Channel One Owners Reference: Alloy Media + Marketing, 2007; ‘Alloy Education’, Alloy Media + Marketing, 2007
Alloy Media and Marketing took over Channel One in 2007. Alloy is already oriented towards advertising and marketing to children. It runs various virtual worlds for children, including Habbo Hotel, and claims to be have the industry’s largest in-school advertising network of media boards covering 8 million US students. It also produces Careers & Colleges magazine, which is distributed to over 10,000 high schools and provides its clients with “unique advertising opportunities”. Alloy says it targets teens 24 hours a day 7 days a week and tells its clients: “We have the power to connect you to students… our print and web products reach them at home, school, and online to meet your specific marketing goals.” Channel One Contractual Obligations
Channel One’s contract with schools requires 90 per cent of the students at a school to watch the 12 minute program 90 per cent of the time, from beginning to end and without interruption. That 12 minutes includes 2 minutes of advertising paid for by companies selling products like snack and fast foods, cosmetics, videos, video games, athletic shoes, movies and television shows. Reference: Michael J. Sandel, ‘Ad Nauseaum’, The New Republic, 1 September 1997, p. 23.
Channel One marketers can promise their advertisers an environment without “the usual distractions of telephones, stereos, remote controls, etc.” It is also an opportunity to reach children who don’t watch television much at home. The children are a captive audience. Reference: Jeffrey E. Brand, ‘Teaching Students to Want: TV Advertising in American Schools and Lessons for Australia’, in Tracy Newlands and Stephen Frith (eds) Innocent Advertising? Corporate Sponsorship in Australian Schools, Sydney, New College Institute for Values Research, University of NSW, 1996, pp. 30-2.
Reference: Jeffrey E. Brand, ‘Teaching Students to Want: TV Advertising in American Schools and Lessons for Australia’, in Tracy Newlands and Stephen Frith (eds) Innocent Advertising? Corporate Sponsorship in Australian Schools, Sydney, New College Institute for Values Research, University of NSW, 1996, p. 30.
The deal is quite coercive for schools that sign up for a three year contract. If they break the contract, for example if teachers interrupt or turn off the broadcast whilst it is being aired, then schools are “financially liable for the cost of cabling school buildings and for the removal of video equipment.” Reference: Erica Weintraub Austin, et al., ‘Benefits and Costs of Channel One in a Middle School Setting and the Role of Media-Literacy Training’, Pediatrics, vol 117, no 3, 2006, p. e424.
Channel One facilities are found mainly in poorer neigbourhoods. Schools that can afford their own video equipment tend to reject the deal and sign up with a commercial-free news program. Effects of Channel One on Students Reference: Brand, J. E. and Greenberg, B. S. (1994) ‘Commercials in the Classroom: The Impact of Channel One Advertising’, Journal of Advertising Research 34(1), pp18-27; Jeffrey E. Brand, ‘Teaching Students to Want: TV Advertising in American Schools and Lessons for Australia’, in Tracy Newlands and Stephen Frith (eds) Innocent Advertising? Corporate Sponsorship in Australian Schools, Sydney, New College Institute for Values Research, University of NSW, 1996, p36.
In a study investigating the effects of Channel One advertising, researchers at Michigan State University found that children exposed to it “expressed more consumer-oriented attitudes than nonviewers” and had more materialistic attitudes. Reference: Jeffrey E. Brand, ‘Teaching Students to Want: TV Advertising in American Schools and Lessons for Australia’, in Tracy Newlands and Stephen Frith (eds) Innocent Advertising? Corporate Sponsorship in Australian Schools, Sydney, New College Institute for Values Research, University of NSW, 1996, p36-9; Richard Mizerski, ‘The Relationship between Cartoon Trade Character Recognistion and Attitude toward Product Category in Young Children’, Journal of Marketing, vol 59, no 4, 1995.
Whilst children often watch ads on television at home it has been found that discussing the ads with parents negates the effect of the ads to some extent and reduces the subsequent materialism in children whereas Channel One precludes that. The researchers concluded that “advertising to school students is harmful to their value system.” Reference: Roy F. Fox,‘Manipulated Kids: Teens Tell How Ads Influence Them’, Educational Leadership 53(1), 1995, pp. 77-9.
Another study by a researcher at the University of Missouri-Columbia, found that most teenagers were quite naive about the advertisements they saw on Channel One and did not view them as an attempt to sell a product or service. They were not always able to distinguish between advertisements and news items. One Pepsi advertisement, which less than half the students identified as a real advertisement, even confused the student teacher. Reference: Michael F. Jacobson and Laurie Ann Mazur, Marketing Madness, Boulder, Colorado, Westview Press, 1995, p. 30.
A study of 3000 Channel One viewing students in North Carolina found that most of them thought the products advertised would be good for them because they were being shown the advertisements at school. Reference: E. W. Austin et. al., ‘Benefits and Costs of Channel One in a Middle School Setting and the Role of Media-Literacy Training’, Pediatrics 117(3), 2006, ppe423-e33.
A recent study found that students watching Channel One remembered more advertisements than news stories and younger children remembered more advertisements than older children. The students had purchased an average of 2.5 items out of 11 items advertised on Channel One in the previous 3 months. And 27 percent believed the commercials had been approved by their teachers. Quality of News Content on Channel One Reference: Jeffrey E. Brand, ‘Teaching Students to Want: TV Advertising in American Schools and Lessons for Australia’, in Tracy Newlands and Stephen Frith (eds) Innocent Advertising? Corporate Sponsorship in Australian Schools, Sydney, New College Institute for Values Research, University of NSW, 1996, p29.
Other researchers have found that the news content of Channel One’s broadcast also leaves a lot to be desired. It is made up of three minutes of world and national news and seven minutes of “news magazine features of interest to adolescents.” Reference: The Editors, ‘What Are Kids Learning?’ Environmental Action, Spring, 1994, , p. 18; John Murray, ‘TV in the Classroom: News or Nikes?’ Extra!, Sept/Oct, 1991.
It is “too fast-paced and fragmented to deepen student’s understanding of current events” and many of the news features promote entertainment and products, for example, an item on how Nike shoes are made or one on the popularity of Ninja Turtles. Reference: John Murray, ‘TV in the Classroom: News or Nikes?’ Extra!, Sept/Oct, 1991.
The whole broadcast is produced with techniques normally used for video clips. Speech is twice as fast as normal for both news and advertisements, and news items are very short - in fact shorter than the advertisements. Reference: Quoted in The Editors, ‘What Are Kids Learning?’ Environmental Action, Spring, 1994, p. 18.
Mark Crispin Miller, a professor of journalism, observed: “I found that the outright commercials were less worrisome than the so-called news segments themselves, which were more often than not pro-business propaganda.” Bus Radio Reference: BusRadio, ‘About Us’, 2007; Caroline E. Mayer, ‘The Next Niche: School Bus Ads’, Washington Post, 4 June, 2006.
![]() BusRadio is a national radio program that is broadcast exclusively to US school buses and offers advertisers “a unique and effective way to reach the highly sought after teen and tween market”. There are 8 minutes of advertising in every hour of broadcast plus 2 minutes for contests. Most of the rest is music and news. Reference: 'The FCC Slams BusRadio - Let Your School Board Know', The Campaign for a Commerical-Free Childhood, email alert, 12 September 2009.
The Campaign for a Commerical-Free Childhood (CCFC) argued that apart form the 8 minutes of advertising "BusRadio exploits the relationship between its on-air personalities and young listeners by having its DJs pitch products directly to students, a practice which is prohibited by the FCC in broadcast media for children". The Federal Communications Commission agreed with this in a recent report (pdf). In September 2009, after a three year CCFC campaign against it, Bus Radio was taken off the air. Links
See also: Direct Advertising | Naming Rights | Computer/Internet |
© 2009 Sharon Beder
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