Objectives
Activities will help student:
- define the role that different forms of media play in their lives
- understand and criticize the ways that media contributes to the social construction of gender
- begin collectively developing their own, more sophisticated understanding of the meaning of gender
- work toward becoming critical consumers of the media in their daily lives
- use creative forms of expression to counteract harmful media messages
Essential Questions
- What is media?
- How do the different forms of media affect the way we think about gender, gender identities and gender norms?
- What are some strategies for looking at and thinking about gender in media more critically, and how can we apply these strategies in our daily lives?
- How can we work together to creatively counteract some of the rigid ideas about gender we get from media?
Glossary
media [MEE-dee-uh]
(noun) a means of communicating that reaches and influences people widely
stereotype [STER-ee-oh-tahyp]
(noun) an overly simple picture or opinion of a person, group or thing
critical [KRIT-ih-kuhl]
(adjective) a way of judging or viewing things that involves careful thinking and a willingness to see strengths and weaknesses
gender identity [jen-dur ahy-DEN-ti-tee]
(noun) the sense a person has of their own gender and how they relate to their gender
social construction [SO-shuhl kuhn-STRUKT-shuhn]
(noun) an idea or definition created and enforced by a society
Materials
- chart paper
- markers
- small pieces of posterboard
Activities
- Write the word “media” on the middle of a piece of chart paper with a circle around it. Ask students to brainstorm ideas that come to mind when they think about media. Keep track of their responses in a web format. Then, ask them to think about what comes to mind when they think about the way media represents gender. Keep track of their responses on the same paper in a different colored marker.
- Explain that today you will be focusing on the role that media plays in perpetuating rigid ideas about gender. If the students have not come to a consensus about what media means, provide them with a working definition. Explain that some common forms of media include movies, television, some websites, magazines, music videos and advertisements; allow them to contribute more forms to this list.
- Have students form small groups. Each group should focus on one type of media, and write their form of media on the top of a piece of chart paper. They should discuss and answer the following questions about their form of media:
- What does your form of media show or teach about how girls are and should be? Explain how, using specific examples.
- What does your form of media show or teach about how boys are and should be? Explain how, using specific examples.
- What does your form of media communicate about girls or boys who don’t conform to these ideas about how they should be? Explain how, using specific examples.
- What, if anything, do you wish your form of media did differently in terms of communicating about gender?
When students have finished responding to these questions, reconvene and allow each group to share their answers and some highlights from their discussion. Synthesize their presentations by pointing out common themes from each form of media. - Explain to students that media contributes to the social construction of gender, and that their job is to become more critical consumers of media. Encourage them to think about what questions they might ask themselves or others when watching television or surfing the Web.
- Have students form pairs or small groups to create an illustrated instruction guide about how to watch for stereotypes or rigid ideas about gender in the media. They should offer advice to adults as well as younger children on how to be critical consumers and think carefully about the gender messages they are taking in when they interact with media. Allow students to share their guides with their classmates and the school.
ELL Extension (Optional)
Bring in an example of a piece of media, such as a magazine article, advertisement, website, in your home language. Share it with your classmates and provide a translation. Discuss what, if any, ideas about gender are communicated through this media, and compare and contrast these messages with some of the English ones you have discussed in class.
Extension Assignment (Optional)
Sometimes, being a critical consumer of media means actually turning it off. The next time you become aware of unfair or overly rigid ideas about gender in a piece of media, turn away from it or turn it off. Then, write about your experience—explain what you saw, what seemed unfair to you and what you wish it had done differently. Share your writing with your classmates and discuss the ideas behind it.
