For our final project teaching digital literacy, our group decided to hone in on the topic of gender roles in Disney films. these movies had a very profound impact on our generation as children and continue to affect children today with films such as cars. disney is known to stereotype their characters, making their male leads big, muscular, and dominate and their female leads small and waif like. we felt that this would be an interesting topic to explore in the classroom and see what children's perceptions of male and female perfection really are and if Disney films have had an affect on this.
This is the Lesson plan we created:
Lesson Plan: Exposing Gender Stereotypes
Grade Level/Age: 11th Grade
Time Needed: Six Class Periods
Focus: To make students thoughtful viewers.
a.) The students will identify the functions of software such as photo editing, video- editing and sound-editing tools, in creating original products for expressive intent. (0.1.2.2.2)
b.) The students will analyze the meanings and functions of media arts. (126.96.36.199.2)
c.) The students will analyze, interpret and evaluate a variety of media artworks by applying self-selected criteria within the traditions of the art form. (188.8.131.52.1)
d.) The students will discuss characteristics of male and female stereotypes in our society.
•A PowerPoint to show the class that gives a general idea of what media literacy is so they get a better understanding of the purpose of the assignment.
•An interactive worksheet where the students will answer questions based on deconstructing a media message and their interpretation of specific gender role qualities.
•Short clip(s) of the Disney movies that display gender role qualities.
•Teacher's blog to show an example of a possible idea for the project.
•Access to a computer lab (preferably a MacLab where iMovie and GarageBand is available)
•Video cameras (number of how many depends on number of groups there are)
•Memory cards (to store the video data)
•Props you need to create the movie of your choice
•Flash drives (if possible, one per group to save the data after each class period)
"Media literacy refers to the ability to access, analyze, evaluate and create media messages of all kinds ("Introduction to Media Literacy). Studying and learning about media literacy can help people in many ways understand the world around them. It's an important lesson to learn in schools and in public life. Learning about media literacy allows students or the community to engage in practicing critical thinking skills and be aware of our media culture that we are influenced by every day. There are ten basic fundamental concepts that the study and practice of media literacy is based on including: media constructs our culture, media messages affect our thoughts, attitudes, and actions, media uses "the language of persuasion, media constructs fantasy worlds, no one tells the whole story, media messages contain "texts" and "subtexts", media messages reflect values and viewpoints of media makers, individuals construct their own meanings from media, media messages can be decoded, and media literate youth and adults are active consumers of media ("Introduction to Media Literacy"). One important way to learn and evaluate media literacy is to "deconstruct" messages that creators develop in our digital world. Deconstructing means breaking down or "taking apart" messages that the creator is trying to send to its audiences ("Introduction to Media Literacy"). Some important subjects that are key to look for when deconstructing a media message include: who is the source?, who is the audience?, what does the text say or read?, what are the subtexts that the audience is interpreting while looking or hearing the message?, are there any persuasive qualities to the message?, and whose point of view is in the message? ("Introduction to Media Literacy"). Knowing the basic literary concepts and learning how to deconstruct a media message are two important lessons when learning to be media literate.
with the link to the full lesson plan here:
Our presentation focuses mainly on the concept of masculinity in Disney films, particularly the movie Beauty and the Beast. in the film, Gaston, is the image of pure masculinity. the girls of the town swoon over him and all of the men wish they could be like him. not to mention his huge frame and giant muscles. for our studio project we tried to deconstruct this image and make it clear that men do not need to act this way to seem masculine. and also that it is unlikely in today's society for women to swoon over men who act so cocky and full of themselves. here is a link to our presentation:
Final Project [Digital Methods in Art Edu].mov
and finally we created a mini activity for the class to work on near the end of our presentation, worksheets will be handed out asking questions of what our perceptions of gender are.
Activity 1: Deconstructing A Message
1. Whose message is this? Who is the message for?
2. Who created or paid for it? Why?
3. Who is the "target audience"? What are the clues (words, images, sounds, etc.)?
4. What "tools of persuasion" are used?
5. What part of the story is not being told?
Activity 2: Gender Questions
1. How can parents pressure us to act like a man? (Preference for the color blue, as opposed to pink, "don't cry," "be strong," go out for sports, etc.)
2. Do you think the message to act like a man or woman has changed in the twenty years?
3. What are some ways men need to look like or act to be manly? (May draw a sketch or write.)
4. What are some ways women need to look like or act to be considered feminine? (May draw a sketch or write.)
5. What are some different ways in which men and women act differently in society?