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Media and the Social Construction of Identity
Table of Contents
Rationale...... 3
Unit Breakdown...... 4
Prescribed Learning Outcomes...... 5
Considerations for Special Learners & English Language Learners...... 6
Unit Overview...... 7-11
Scope and Sequence...... 12
Assessment Rubric...... 13
Lesson Plans
Mainstream Media: Whose Behind it?...... 14-20
Disney: Happiest Place on Earth!...... 21-29
The "Selfie"...... 30-40
Dove Sketches Real Beauty...... 41-46
Tattoos & Identity...... 47-52
Rationale
Media and the Social Construction of Identity was developed out of a desire to push media literacy onto our youth. The media’s daily presence in our lives suggests that to properly coexist with it, we should understand the power they hold and the implications it has on its consumers. We can no longer stand by as a member of the passive audience. Instead, we need to first inform ourselves about the media’s influence so that we may help the younger generation.
It is a well-known fact that mainstream media is controlled by a small number of major conglomerates. Their strangle hold on the type of information that is being disseminated in the mass media is a cause for concern because much of it is a concoction of personal biases, truths, and untruths. One of the most predominant messages I see are the ones surrounding body image and the ideal that men and women need to strive to. Men must strive to achieve a muscular form with little to no body fat while women must strive to be thin and curvy in the right places. The pressure to look "perfect" is reinforced through television, magazines, radio, and the Internet. Meanwhile the accessibility of these mediums to young children is growing so it is important to begin educating them sooner than later. My entire unit will be broken down into smaller sub-units. These sub-units will explore the concepts of body image, identity, and the underlying influence of the media and the power it has in framing and shaping the way we perceive these issues. This unit has been designed to challenge the growing minds of Grade 10 to 12 students.
Unit Breakdown
Media and Social Construction of Identity
The mass media constructs ideas about the way we view ourselves and the way we view others.
1. Media Conglomerates
The consolidation of media ownership is in a small number of corporations. This results in ideas that are disseminated at a certain slant.
2. Disney
The Disney Corporation is one of the largest corporations in the world. Their products are marketed worldwide and their influence is strong, particularly on young children. They have been known to promote sexist and racist ideology with their famous, Disney cartoons.
3. Selfie
The selfie is a recent phenomenon and most popular amongst young women. The selfie often is taken at a suggestive angle or perspective that shall inform the viewer about the person behind the selfie.
4. Dove Sketches Real Beauty
Dove is known for their campaign on promoting natural and "real" beauty. This particular activity sees the students drawing facial features of their classmates based off of self descriptions and a fellow classmate's description. This will be done without names (to be revealed at the end) so as to test the differences in perception of how we see each other and how others see us.
5. Tattoos
Tattoos have traditionally been associated with negative stereotypes but today they are more main stream. Who has them and what does it say about a person? How do we judge people with tattoos today?
Prescribed Learning Outcomes
Grade 10
o Demonstrate respect for ethical and legal considerations associated with reproduction as an image-development strategy
o Develop and make images: for specific purpose
o Develop and make images: demonstrating a growth in understanding of a subject or theme demonstrate an awareness of the skills, training, and education needed to pursue a variety of art careers
o Create images based on an understanding of historical and contemporary images and issues
o Create images that reflect an understanding of responsibility to the context of a specific audience
o Critique their own work and that of others with respect to how the properties and uses of materials, technologies, and processes contribute to conveying meaning and achieving purpose
o Use a combination of elements and principles to create a particular mood in personally meaningful images
Grade 11 & Grade 12
o Analyze how particular elements and principles are used to create meaning and effect in images within a specific visual expression area
o Analyze how context influences the content and form of images
o Create images within a specific visual expression area: that reflect historical and contemporary themes
o Critique how particular elements and principles are used to create meaning and effect in images
o Demonstrate competent use of techniques specific to selected materials, technologies, and processes within a specific visual expression area
o Demonstrate self-direction in selecting image sources to create images to achieve a specific purpose
o Demonstrate the appropriate preparation, clean-up, care, and storage of materials and artworks in all stages of development
o Use appropriate visual arts terminology in art criticism
Considerations for Special Learners & English Language Learners
· Attempt to learn their style of communication (hand gestures, keywords)
· Ask questions to the students regularly
· Be ready to make accommodations and modifications on the spot
· Encourage each student with positive feedback
· Explain with hand gestures and facial expressions wherever possible
· Learn each student's name and personality
· Pay close attention to visual, auditory, and tactile cues
· Provide visual aid such as handouts with descriptions
· Provide a vocabulary list
· Regular interaction and observation (formative assessment)
· Shorter, more focused activities
Lesson / Outcomes / Activities / Resources / VocabularyLesson 1
Mainstream Media: Who's Behind it?
Introduction & Research / · Students to begin research on one of the big 6 American conglomerates / · Introduce them to the 6 big American conglomerates
· Talk about alternative media sources / · http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-2012-6
· newspapers, magazines
· Time Warner
· Disney
· General Electric
· News Corporation
· CBS / · conglomerate
· media social construction
· pop culture
Lesson 2
Mainstream media: Who's Behind it?
Continued Research / · Students will continue research in their sketchbooks in the library/ computer lab / · Lead students as a group to the library/ computer lab
· Assist students in the research process / · http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-2012-6
· newspapers, magazines
· Time Warner
· Disney
· General Electric
· News Corporation
· CBS / · conglomerate
· media social construction
· pop culture
Lesson 3
Mainstream media: Who's Behind it?
Poster Design & Artist Statement / · Students to begin their poster design with their research
· Students will learn how to write an artist statement with a handout / · Write criteria of project on board
· Assist in the start of the poster design process
· Give out Artist Statement hand out
· Discuss how to write an artist statement
· Assist in choosing of materials / · http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-in-america-2012-6
· newspapers, magazines
· Time Warner
· Disney
· General Electric
· News Corporation
· CBS / · conglomerate
· media social construction
· pop culture
End of conglomerate mini unit
Lesson 4
Disney: The Happiest Place on Earth!
Story Board & Character Reconfigured - Intro and research / · Students to begin thinking about a Disney character (or a favourite non-Disney character) to reconfigure
· They will begin research in their / · Introduce the role of Disney and its portrayal of Disney Princesses
· Mention issues of race and gender by Disney
· History of Disney / · David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney
· David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney / · Conglomerate
· Disney
· Media
· Gender
· Race
· Identity
Lesson 5
Disney: The Happiest Place on Earth!
Story Board & Character Reconfigured - Continued Research / · Students to begin work on their character development in sketchbooks
· Students to begin design on their storyboard / · Library
· Assist students in the design process / · David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney
· David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney / · Conglomerate
· Disney
· Media
· Gender
· Race
· Identity
Lesson 6
Disney: The Happiest Place on Earth!
Story Board & Character Reconfigured - Design Story board / · Students to work on storyboard design / · Play video on SFU gender studies on Disney
· Assist students in the design process
· Assist students in the writing of their Artist statement / · David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney
· David Trumble, artist
· Haruki Godo, artist
· SFU gender studies on Disney
· various websites that talk about Disney / · Conglomerate
· Disney
· Media
· Gender
· Race
· Identity
End of Disney mini unit
Lesson 7
The Selfie
Selfie Introduction and Research / · Students introduced to the Selfie
· Students to begin looking for 2 images of Selfies: male and female / · Write criteria on board for the Selfie analysis
· Introduce them to the Selfie phenomenon
· Facebook Project later / · Coco Layne - Queer Femme artist
· http://feelingcagey.com
· http://en.wikipedia.org/wiki/Facebook / · Selfie
· Social media
· Stereotype
· Portrait
· Identity
Lesson 8
The Selfie
Selfie Analysis & Facebook Introduction / · Students to solidify their two Selfie images in their sketchbook
· To begin writing a personality analysis on each of the Selfies / · Overview of Facebook and social media
· Assist students with their profile analyses
· Remind them we will need these selfies for next class
· Possibly assist students in printing out the Selfies / · Coco Layne - Queer Femme artist
· http://feelingcagey.com
· http://en.wikipedia.org/wiki/Facebook / · Selfie
· Social media
· Stereotype
· Portrait
· Identity
Lesson 9
The Selfie
Facebook Follies: Video / · Understand the dangers of privacy issues when using Facebook or any other social media platform
· Jigsaw group activity 5 per group / · Play Facebook Psychic video
· Play Facebook Follies (CBC Doc Zone)
· Engage students in discussion after the documentary is over / · Coco Layne - Queer Femme artist
· http://feelingcagey.com
· http://en.wikipedia.org/wiki/Facebook
· http://www.youtube.com/watch?v=F7pYHN9iC9I
· http://www.cbc.ca/player/Shows/Shows/Doc+Zone/2011-12/ID/2161490436/ Facebook Follies / · Selfie
· Social media
· Stereotype
· Portrait
· Identity
End of Selfie mini unit
Lesson 10
Dove Sketches Real Beauty
Classmate Portraits and Facial proportions / · Students to write descriptions of themselves on two slips of paper
· Students to write a facial description of a pre-chosen classmate (secretly)
· Students to practice drawing of facial proportions / · Play Dove video
· Prepare 3 slips of paper for each student to write:
1) their own facial features (no name)
2) their own facial features (name)
3) classmates facial description (pre-chosen by me)
· Demonstrate facial drawing proportions and give handout for practice / · http://www.youtube.com/watch?v=litXW91UauE - Dove real beauty sketches
· http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/proportions-of-the-face/
· http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-Information-Sheet-
· http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorial
· http://mediasmarts.ca/body-image
· Slips of paper (3) per student x 60 / · Social construction
· Media
· Beauty
Lesson 11
Dove Sketches Real Beauty
Classmate Portraits / · Students begin their two portraits of the same person based on two descriptions (their own and a classmate's)
· Students to record the two descriptions in their sketchbooks in case they lose the descriptions / · Play video to recap the Face drawing tutorial
· Assist students by reminding them of facial proportions and dimensions
· Remind them to be secretive so they don't spoil the surprise later
· Discussion of beauty / · http://www.youtube.com/watch?v=litXW91UauE - Dove real beauty sketches
· http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-a-face/proportions-of-the-face/
· http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-Face-Information-Sheet-
· http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorial
· http://mediasmarts.ca/body-image
· Spreadsheet of all the names and descriptions / · Social construction
· Media
· Beauty
End of Dove Sketches Real Beauty mini unit
Lesson 12
Tattoos and Identity
Tattoo history and design / · Students will be introduced to tattoo history, stereotypes, and design
· Students to start research on different tattoo artists and design
· Students to start thinking about 3 sleeve designs / · Introduce students to tattoo history, stereotypes, and design
· Post questions to students about tattoos and society
· Talk about my sleeve design process
· Introduce the sleeve design project / · Kat Von D - La Ink, Miami Ink
· http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos (Katie Hopkins vs Katie Waissel debate)
· http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos
· http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos / · Tattoo
· Stereotype
· Mainstream
· Identity
· Body Art
Lesson 13
Tattoos and Identity
Tattoo sleeve design / · Students will begin design process in their sketchbooks of 3 sleeves
· Students must discuss in their sketchbooks why they designed it that way
· One will be approved by me to for a final large piece / · Will reference my own tattoo design process
· Assist students in their design process / · Kat Von D - La Ink, Miami Ink
· http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos (Katie Hopkins vs Katie Waissel)
· http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos
· http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos / · Tattoo
· Stereotype
· Mainstream
· Identity
· Body Art
Lessons / Media / Social Construction / Identity
Media Conglomerates / Media ownership is consolidated in a small number of corporations. This results in a hegemonic and monopolized dissemination of information. / Due to the centralization of media ownership, the information being produced and disseminated is undeniably constructed by those who are in charge. / The social construction of information includes that of a person's identity (sex, gender, age, race, ethnicity, culture, sexual orientation).
Disney Corporation / Largest media conglomerate in the world in terms of revenue. / Wields a tremendous amount of social influence and power in the world, especially to young children. Disney has been known to propagate sexist and racist ideology through their cartoons. / Unbeknownst to many young children, the repeated exposure to discriminatory messages will influence their views on identity and the self.
Selfie / Media continues to promote images and messages of hyper-sexualized women and overly-masculine men. Selfies are extremely popular on social media sites. / A continued push towards hyper-sexualized women and overly-masculine men as the "norm" as opposed to the average male and female bodies. / The belief that hyper-sexualized women and overly-masculine men as the "norm" results in skewed views of the body and the self.
Dove Sketches Real Beauty / Has a strong presence in the media promoting natural female beauty. / Seeks to promote healthy and natural beauty. Opposes the common, socially constructed, North American media "norm" of using thin; tall; beautiful; and Caucasian women by incorporating, "real" women in their campaigns. / By subverting the commonly held "norms" of what beauty is, Dove seeks to re-visit the beauty of being "natural" and "yourself". An embracement of different sizes, shapes, and skin colours of women is shown.
Tattoos / Increased presence in mainstream media with the likes of tattoo reality shows, advertising, and on well-known celebrities. / Vilified for its historical connections to criminals and sailors, tattoos are finding an acceptance in the mainstream media with increasing popularity. / Often seen in a positive and negative light, the idea of permanence and marking often transcends what is actually being tattooed. Is often seen as a form of self expression.
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