An experimental curriculum module was designed and was tested to determine its success in helping children cope with negative influences of viewing violence on television. Instructional treatments were administered in two forms: concept presentation, in which subjects were shown how various components of production are used to create a dramatic television program, and concept manipulation, which allowed subjects to experiment with elements used in producing a television drama. A sample of 103 sixth-grade students were randomly assigned to one of four groups: concept presentation, concept manipulation, both treatments, or control. All four groups received a total of eight units of instruction over a four-week period. In the fifth week following instruction, subjects completed self-report measures of perceived reality, arousal, and aggression, following viewing of violent scenes presented on videotape. Results indicated that instructional treatments did not influence arousal scores, that aggression and arousal scores were unrelated, and that boys' scores on perceived reality and aggression were higher than girls'. (Author/AA)