Personal Confidence
Every day students are bombarded with images of that highlight beauty, sex appeal and specific body images that create a warped view of reality. These images and gendered representations are introduced to both young men and women in their childhood.
This unit is going to introduce the ideas of:
Media Literacy, Positive Self Image, Gendered Roles, Confidence.
http://www.youtube.com/watch?v=7HXmawarM0w
http://www.youtube.com/watch?v=TQE6b_LTXiY
This unit is going to introduce the ideas of:
Media Literacy, Positive Self Image, Gendered Roles, Confidence.
http://www.youtube.com/watch?v=7HXmawarM0w
http://www.youtube.com/watch?v=TQE6b_LTXiY
Assignment 1: Gender Stereotypes
Students will demonstrate:
Task 1) Target Audience
Task 2) What do you think?
1. What does it mean to act like a man? What words or expectations come to mind? (e.g., men don't cry, men are tough, men are strong)
2. What does it mean to be ladylike? What words or expectations do you think of? (e.g., girls are polite, girls are neat, girls are passive)
Now take a minute and think about where these gendered stereotypes come from:
3. What people teach us these stereotypes? People in entertainment? Sports? Media?
How are Stereotypes Reinforced:
1. What names or put-downs are directed at boys when they don't fit the box?
2. What names are women called if they step out of the stereotype box?
Now lets evaluate these stereotypes:
1. How do these labels and names reinforce the stereotype box?
2. How does it feel when we are called these names?
3. What do you think the person who is using these put-downs is feeling?
Situations that you are asked to act in your gendered roles:
1. What are some situations where you may be pressured to "Act Like A Man" or "Be a Lady?" (e.g., for boys, friends may tell you to try a cigarette or participate in a risky activity, to prove that you're 'tough', or for girls, you might be prevented from playing a certain sport or you might let someone bully you into doing something that you don't want to do, because it isn't "ladylike" to argue or be assertive.)
2. How might these stereotypes lead to violence? (e.g., boys might be expected to 'fight it out,' rather than 'talk it out,' and girls might be expected to put up with bullying, rather than be assertive.)
- an understanding of the potentially damaging effects of living up to stereotypes, and how they can lead to abuse and violence against ourselves and others.
- an understanding of the media's role in perpetuating these stereotypes.
- an understanding that "going along with the crowd" can involve sacrificing one's own principles, as well as infringing on the rights of others
Task 1) Target Audience
- Read over and competed the questions in this worksheet: Target audiences
- Post it as a embedded document (multimedia option) file on your Weebly under an appropriate heading
Task 2) What do you think?
- On your Word Document in your GMAIL account please write down your all the words and examples for the questions below! Make sure you include the headings and questions. When you are done, you will copy and paste onto your Weebly as text
- Give it an appropriate title and heading
1. What does it mean to act like a man? What words or expectations come to mind? (e.g., men don't cry, men are tough, men are strong)
2. What does it mean to be ladylike? What words or expectations do you think of? (e.g., girls are polite, girls are neat, girls are passive)
Now take a minute and think about where these gendered stereotypes come from:
3. What people teach us these stereotypes? People in entertainment? Sports? Media?
How are Stereotypes Reinforced:
1. What names or put-downs are directed at boys when they don't fit the box?
2. What names are women called if they step out of the stereotype box?
Now lets evaluate these stereotypes:
1. How do these labels and names reinforce the stereotype box?
2. How does it feel when we are called these names?
3. What do you think the person who is using these put-downs is feeling?
Situations that you are asked to act in your gendered roles:
1. What are some situations where you may be pressured to "Act Like A Man" or "Be a Lady?" (e.g., for boys, friends may tell you to try a cigarette or participate in a risky activity, to prove that you're 'tough', or for girls, you might be prevented from playing a certain sport or you might let someone bully you into doing something that you don't want to do, because it isn't "ladylike" to argue or be assertive.)
2. How might these stereotypes lead to violence? (e.g., boys might be expected to 'fight it out,' rather than 'talk it out,' and girls might be expected to put up with bullying, rather than be assertive.)
Assignment 2: The Image Gap
Task 1
We will read and fill out the image gap survey
We will read and fill out the image gap survey
image_gap.pdf | |
File Size: | 50 kb |
File Type: |
Task 2
a)You will fill out Part A and B of the image gap 2 form on
b) You will type out your response to part B and paste it to your Weebly
a)You will fill out Part A and B of the image gap 2 form on
b) You will type out your response to part B and paste it to your Weebly
image_gap2_updated.pdf | |
File Size: | 17 kb |
File Type: |
Task 3: Paragraph Response
Please write a well written paragraph that contains the answer to these question s
- What do we mean by "self-image"? (how we see ourselves)
- What is our "ideal self-image"? (how we'd like to be; the qualities we admire in others)
- The difference between self-image and ideal self-image can be called our "image gap."
- Is there a big gap between how you'd like to be and how you see yourself?
- How does this gap feel? When does it become a "problem"? How do you try to solve the problem
Assignment 3: Advertisement
Today's class we are going to continue looking at the way we shape our ideals and values of who we are. Our focal point will be more on advertising and its affects on young people.
1st: Please read the article linked here: Price of Happiness and go to the page to page titled "Advertising and Image"
2nd: Complete the in-class survey.
3rd. Read the last page of the document, do you agree and or disagree with it?
4th: Write a journal discussing how you feel about what you learned today!
1st: Please read the article linked here: Price of Happiness and go to the page to page titled "Advertising and Image"
2nd: Complete the in-class survey.
3rd. Read the last page of the document, do you agree and or disagree with it?
4th: Write a journal discussing how you feel about what you learned today!
Assignment 4: Culture Jamming
Culture jamming, is the act of using existing media such as billboards, bus-ads, posters, and other ads to comment on those very media themselves or on society in general, using the original medium's communication method.
https://www.youtube.com/watch?v=8Ep-hGYOQwo
https://www.youtube.com/watch?v=8Ep-hGYOQwo
Task 1) Culture Jam Understanding
- Please read over, complete this document: culture jam
- Save and post as and embedded document
Task 2) Culture Jam Analysis or Creation
Two Options
Option 1:
Option 2
Some possible things to Google search:
This web site has a few examples
Option 1:
- Choose your own issue, topic or advertisement and create your own culture jam or subvertisement
- In other words you will modify an already existing advertisement and create your own message
- You will include short explanation of it
- You will create it in MS Paint
- Post it on your Weebly as a image with text describing the meaning under it
Option 2
- Analyze 2 existing culture jams
- You will post an image of the culture jams of choice and write a paragraph analysis of both
- Your paragraph should address the following questions for your culture jam.
- What is the message of the culture jam? Why do you think this is the message? Is it effective? Why or why not?
Some possible things to Google search:
- culture jam, culture jamming, subvertise, subvertising, or adbusters
This web site has a few examples
- Only one student per image from this website if some students decided to use them
- Please check with your teacher if you choose one from this site
- Only a few images on this site are appropriate for this assignment
Assignment 5: Photoshop
Photoshop is an amazing program because it allows us to do ANYTHING with our photos. With so many tools to use however, it’s hard to know where to start. Many photographers use Photoshop to achieve results that, in the past, they would only have been able to achieve in the dark room. In Photoshop the process is sped up and the results are seen instantly.
For some of you this may be the first time that you will use Photoshop, and for some it won’t. Please download the assignment file below!
photoshop_intro_project1_updated.doc | |
File Size: | 32 kb |
File Type: | doc |
Post Images to your Weebly in-order when completed
Original Image
Original Image
- Brightness and Contrast 1-4
- Hue and Saturation 5-7
- Grey Scale 8
- Sepia Tone 9
- Filter 10
- Cropping 11
- Perfection 12
- Go Crazy 13-14
- Your Discovery 15
Final Step - Reflection- Blog
*** On your website, you must write a reflection about what you have learned based on each unit we are completing. It is important to highlight the achievement indicators based on these assignments. You must include this on your assignment section of your webpage along side your other components for your assignments for each unit. Your reflection should be in paragraph form and posted as a blog entry.
guide for your reflection (you can add more information): personal_reflection.docx
guide for your reflection (you can add more information): personal_reflection.docx