Double Vision I - Teaching Elementary Children about Gender and Violence in the Media

—First of a two-part curriculum insert


Introduction
The Elementary Teachers' Federation of Ontario has developed this teaching unit resource for public elementary teachers in Ontario through a partnership with the National Watch on Images of Women in the Media (MediaWatch) Inc. and partially funded by a grant from the Ontario Women's Directorate.

Teachers and parents are aware of the adverse effects of televised violence on children's play and behaviour and have worked together to combat its negative effects. Very little attention, however, has focused on the extent to which media messages about gender contribute to a climate where violence against women and children is promoted through the media. Teachers have identified the need for more and better resources to deal with issues such as the lack of positive role models in the media for children, gender stereotypes, healthy body image and equity.

Overview of the Unit
This teaching unit resource, directed at boys and girls in the junior division, addresses the issue of gender, violence and the media. It is easily adaptable to the intermediate division as well. The resource is designed as an intensive unit for the classroom composed of a series of topics that include: a Focus, Pre-Activities, an Activity, Reflection and Closure, and Assessment and Evaluation. Each focused topic also provides for the integration of learning activities throughout the year through "The Next Step", as well as the "Community Connection" that culminates the work of the unit through a Community Information Session.

Through the overall unit objectives students will:

• develop media literacy skills which will enable them to critically analyze advertising campaigns and programs that condone and/or promote violence against women and children;
• make educated decisions about media consumption;
• learn to internalize positive role models as portrayed in the media.

This unit is being published in two parts. This first part includes material needed to begin the program and to prepare for the community information session. The second part, which will be published in the next issue of Voice, will include the remaining lesson plans as well as evaluation forms and resources.

Integration within the Ontario Curriculum
The Ministry of Education and Training document, Ontario Curriculum for Grades 1-8, Language, specifically refers to the need for media literacy to be developed as early as grade one: "In particular, skills related to high-technology media (such as film, television, and the Internet) are important because of the pervasive influence of these media in our lives and society". (p.39)

Elementary teachers are faced with a lack of resources to help them integrate units on gender and violence in the media into the Ontario Curriculum. This resource meets the Ontario Curriculum Overall and Specific Expectations. For Assessment and Evaluation of students for reporting purposes, teachers should refer to the Levels of Achievements found in each subject area of the Ontario Curriculum.

By ensuring that this teaching unit resource meets the requirements of the Ontario Curriculum, this important issue can be addressed within the classroom as an intensive core unit, as well as throughout the school year as an integral part of the curriculum. In this way educators may begin to develop awareness of such issues within our schools and within our communities.

Evaluation
An important aspect of this unit is the evaluation component of the unit by educators upon its completion. Educators are requested to complete the enclosed unit evaluation postcard and return it to ETFO for future supplementary revisions or information for later projects on this important topic.

Consultation Team: Margaret Archibald, Suzanne Charron, David DePoe Susan Leppington, Darlene Taggart, Debbie Wells
Writing Team: Inta Aldridge, Patricia Hektor, Colleen Lee, Linda Millar

  Ontario Curiculum Expectations

Sample Letter
An introductory letter should be sent home prior to the commencement of the unit. The following a sample may be tailored to meet your community needs:

Watch It!

ACTIVITY

• Survey Says! - Students respond to a survey about their leisure time activities in this data management activity. Use computers if possible.

The following is a sample survey:

R E F L E C T I O N   A N D   C L O S U R E

• Students complete open-ended statements on a worksheet by using the Think, Pair, Share activity. Students think of each statement individually, brainstorm further with a partner and share with the whole group. Statements may include:

One thing I learned about the media is __________________.
One thing about the media that I would like to know about is ___________________.
As a result of what we learned today, one thing I intend to do is ___________________.

T H E   N E X T   S T E P
Integrated activities to reinforce this learning focus through-out the year.

• Media Watch! (Language) - Set up a "Media Watch" bulletin board with samples of a variety of media. Encourage students to take responsibility to bring in and share additional materials that reflect their learning throughout this unit and throughout the year.
• Media Snapshots! (Art) - Students create collages (group or individual) to demonstrate examples of what they see in the media.
• Media Rap (Music, Language) - Students work in groups to create a "rap" or "song" which demonstrates their understanding of the term "media".

C O M M U N I T Y   C O N N E C T I O N

• Students present their data survey results from the Activity to an audience (other classes, the school or at the Community Information Session).

A S S E S S M E N T   A N D   E V A L U A T I O N
Formative Assessment 1
Create a Peer Group Student Evaluation form which students complete after the scavenger hunt group activity to determine if students have: invited other group members to contribute to group discussion and work; asked questions to clarify points; negotiated successfully to find a basis for agreement, selected a recorder, time-keeper, encourager, clarifier, etc.

Formative Assessment 2
Create a Scavenger Hunt Checklist using the questions outlined in the discussion for individual student assessment.

Summative Assessment 1
Create a Criteria Checklist to assess the students whole group discussion of the survey results which includes if the students have: determined the amount of time spent watching the television, analyzed, expressed a viewpoint, as to whether or not the amount of time was appropriate, identified questions they ask themselves about the media, analyzed the media content for identification of ways in which the media made them feel.

Media Messages

A C T I V I T Y
Note: Due to the abstract nature of the "jigsaw" activity, you may wish to present the concepts in an alternative format, for example, teacher- directed activities.

• Students participate in a co-operative learning "jigsaw" to explore issues in the media. Steps are as follows:
  1. Students form a "home group" (preferably 5 per group) and number themselves 1-5.
  2. All "like" numbers regroup to form "expert" groups where they explore and discuss one of the following issues:
     Group 1 - Stereotyping
     1. What is it? Why is it used? (students use several resources to determine definition)
     2. What kinds of stereotyping are there? (gender, age, racial, cultural, socio-economic, disability)
     3. How does the media use it to convey a message? (It teaches us to identify with certain characters and ideas, i.e. villains wear black, are male; princesses wear dresses and carry wands; teenagers hang out at malls in groups and can't be trusted)
     4. What are some examples your group suggested?

Group 2 - Media Intentions

5. What does "intention" mean? (Look up in dictionary and copy in your own words.)
6. What are the motives for media? (to inform through newscasts, documentaries, magazine articles, etc., to sell a product through advertisements, print billboards, etc., to sell an idea through political broadcast, charity telethons, etc., to entertain through sitcoms, soaps, comic books, video games, etc.) Who pays for the media? (companies who promote products, taxpayers through public television (TVO), everybody does every time we buy something advertised in the media. We are paying for the production costs music, videos, actors, sets, costumes, etc.)

Group 3 - Violence in the Media

7. There are certain messages that the media teaches us. (good wins over evil, men are strong, intelligent and usually heroes, violence is "OK" in sports, violence is an option for solving problems)
8. What types of violence do we see in the media? (yelling, put-downs, name-calling, dumping, fighting, pushing, shoving, intimidation, etc., blood, gore, explosions, crashes, etc., video games - killing to get to the next step, music - words are offensive, women are portrayed as "victims")

Group 4 - Characters in the Media

9. What do they look like? (thin, attractive, successful, healthy, white, youthful, older men are seen as "distinguished", older women are often replaceable)
10. What does that tell you about how the media thinks we "should" look? (thin is best, trendy clothes, hairstyle "make" the person, people look successful and wealthy, people should be physically active, young people have flawless skin, perfect hair)
11. As a result of this, what do media personalities do to their bodes to "fit" this role? (plastic surgery /facelifts, lyposuction, etc., diets, anorexia, bulimia, have "personal trainers")

Group 5 - Content in the Media

12. What are we watching between 4 and 10 p.m.? (soap operas, cartoons, news, documentaries, sitcoms, talk shows, sports)
13. Give an example of each type of program (genre) you watch.

Discuss whether you think these programs are appropriate for your age level. Why or why not? Does the program contain: violence, "real life" situations, offensive language or behaviour, "romantic" relationships?

14. Think about other forms of media (magazines, music videos, radio programs, billboards, video games, etc.) Ask yourself the same questions as in (b).
2. Each "expert" group explores the issues and takes them back to their "home" group to report and share (2 minutes per person).

R E F L E C T I O N   A N D   C L O S U R E

• Debrief as a large group by asking: Which of the topics do you think was the most important one for children your age to discuss? What role do you think your parents could play in helping you to understand the media and its messages?

T H E   N E X T   S T E P
Integrated activities to reinforce this learning focus through-out the year.

• Picture Perfect (Art) - Visit an art museum/gallery or bring in samples of art and apply principles of critical viewing.
• A Moving Message (Language/Art) - Create a bumper sticker that encourages responsible viewing habits (e.g. "Do You Know What Your Kids are Viewing?", "It's 9 o'clock - Do You Know What Your Kids are Listening To?")
• The "Real Thing' (Drama)" - Present the commercial prepared in the lesson at the Community Information Session.
• What's Happening? (Math) - View several ads (print and television). Make a chart to tally the following:
  • target audiences
  • number of violent acts
  • forms of bias

Share and discuss what they learned from the experience.
Present at the Community Information Session.

C O M M U N I T Y   C O N N E C T I O N

• Contact the local police department to find out statistics on community violence, violence by gender, etc.

A S S E S S M E N T   A N D   E V A L U A T I O N
As these combined lessons address many expectations, assessments and evaluations for the Follow-up Activities have been included.

Formative Assessment 1
Prepare a Peer Group Checklist, to assess the following criteria:
Did the presenter:

• Use effective openings and closings by asking questions and summarizing key points?
• Present the information in a focused and organized manner?
• Follow the directions as explained by the teacher?
• Speak clearly when making presentations?
• Provide opportunities to discuss questionable strategies?

Formative Assessment 2
Create a Scavenger Hunt Checklist using the questions outlined in the discussion for individual student assessment.

Summative Assessment 1
Create an Anecdotal Self Reflection Sheet for individuals to complete at the end of the jigsaw portion of the lesson. Open ended questions may include:

• One thing I learned about presenting information to a group is _________________.
• One thing I need to improve on when I present to others is _____________________.
• One thing that I liked about this activity was _______________________.

Summative Assessment 2 (The Next Step):

1. Picture Perfect (Art) - After visiting the art museum, prepare a thank you letter to your guide, including the following information:
   • What was the purpose of the trip?
   • What did you learn about various forms of art?
   • What critical viewing tips for art appreciation have you learned?

Create a Rubric to assess the Levels of Achievement.

2. A Moving Message (Language / Art) - Create a Peer Assessment Rating Scale to assess the bumper stickers according to the following criteria:
   On a scale of 1-4 (using Ministry of Education Levels of Achievement), rate the following:
   • Clarity of the message
   • Visual Appeal
   • Impact on the audience
3. The Real Thing (Drama) - Invite the Audience from the Community Information Session to comment on the effectiveness of the presentations, in Anecdotal Form.
4. What's Happening? (Math) - Develop a Class Rubric for a Teacher, Peer and Self Assessment to identify the Levels of Achievement and performance indicators to assess the graphs according to the following:
   • organization
   • clarity
   • interpretations

Preparing for the Community Session

Teacher's Role:

• Inform school advisory council of the session and request their support for and role in the session
• Organize speakers for panel discussion (community services officers, local media personality, social services, trustees, MP's, MPP's, prevention specialists). Be sure to provide in advance an overview of the unit and the expectations for their participation in the panel discussion.
• Order refreshments
• Verify date, location
• Organize student presentations
• Prepare Agenda

Students' Role:

• Create invitations for parents, guests
• Prepare and present information
• Decorate the facility
• Prepare thank-you notes

School Council Role:

• Promote community session
• Supply refreshments
• Take an active role in the presentation

Tips for Success

• Inform administration to get support.
• Send the unit notification letter home prior to the commencement of the unit and encourage on-going family participation.
• Consider asking community service groups, organization, etc. to provide a meeting place other than the school (e.g. Lion's Clubs, Optimists, Community Centre Co-ordinators, Community Library).
• Advertise the event in the local paper, radio, stores, community centre, etc.
• Encourage the design and use of overheads by all presenters (including students).
• Use of student presenters as facilitators, panel moderator, introductions, thank you's.
• Include the School Council from the beginning.
• Decorate the facility with student's work from the unit.
• Invite local media for coverage of the event.
• Suggestion: Teacher may want to review the evaluation comments prior to sharing them with the students.

Community Information Session

Draft Agenda