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Explanation of the Components of the Teen Drama Genre in Television Series (Case of Study: "Kids of Hemmat School", "Red Line", Freaks and Geeks" and "One Tree Hill")
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Ali Rajabzadeh Tahmasbi1   , Seyyed Mahdi Hosseynzadeh Hosseyni1 , Masoud Jalilvand Khosravi1 |
| 1- IRIB University |
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Abstract: (7 Views) |
| This research examines television series as a prominent and popular media genre in contemporary global societies. It categorizes these series into various types of dramas that address social and cultural issues, highlighting their dual role in providing entertainment and contributing to cultural discourse. Specifically, the study focuses on series that cater to the needs and interests of young people and adolescents, offering narratives and characters that resonate with their life challenges and experiences. The analysis identifies a subgenre known as ‘Teen Drama’, characterized by recurring conventions, similar main characters, and a targeted audience. This article employs qualitative analysis and descriptive inferential categorization to explore the components of this genre within television series. This research presents an applied study employing a descriptive-analytical methodology. This approach involves careful observation of selected samples to elucidate the reasons and methods for investigating issues related to the teen drama genre, supported by a robust conceptual and theoretical framework established during the literature review. The descriptive-analytical method requires meticulous examination of details pertinent to the research problem, clarifying their connections to relevant general principles, thereby enhancing the reliability of the conclusions drawn. A crucial aspect of this methodology is that the researcher analyzes the sample without interfering in its context, status, or variable roles. In alignment with the research objectives, two television series—“ Kids of Hemmat School” and “Red Line”—were purposefully selected for their close alignment with the Teen Drama genre. To facilitate a comparative analysis with international counterparts, two additional series—“ Freaks and Geeks"” and “One Tree Hill”—were examined for thematic and production timeline similarities. The data obtained from these analyses were systematically processed and interpreted to provide insights into the characteristics and impacts of Teen Dramas across different cultural contexts. The findings indicate that despite the limited production of Teen Dramas in Iranian television, these series effectively depict social issues related to culture, society, and youth psychology. They illustrate the problems faced by young people, fostering a deeper connection with real societal challenges and providing insights for making informed decisions aligned with the cultural frameworks of their communities. In television series, adolescents are often portrayed as secondary characters, with their issues serving as subplots rather than central themes. This tendency indicates that producers frequently prioritize larger and more complex societal problems over the specific challenges faced by teenagers. One significant reason for this focus is the limitations and taboos related to sensitive social issues and cultural values. Consequently, producers tend to avoid depicting certain adolescent dilemmas that may conflict with the values and regulations of Islamic Republic television, aiming to prevent negative backlash and maintain their standing. This restricted attention to youth-related issues, combined with a lack of emphasis on these themes within main storylines, alongside existing legal constraints, contributes to the inadequate production of Teen Drama series within Islamic Republic television. This study explores these dynamics, highlighting how cultural sensitivities shape the representation of adolescents in media narratives and ultimately affect the development of Teen Drama genre in Iran. |
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| Keywords: Television, Genre, Teen Drama, Series, Television Show |
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Full-Text [PDF 772 kb]
(5 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2025/01/28 | Accepted: 2025/09/13
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