Always popular with young people for decades now, films carry with them their own set of concerns such as representations of violence, diversity and stereotyping. The following section explores movies and the related issues that are relevant for different age groups.
Privilege manifests itself in a many ways. The fact that it is systemic rather than localized means that it is difficult to identify. Moreover, individual benefits of privilege may often seem small — but being outside of privilege can have staggering setbacks. This section helps identify how media and privilege intersect.
Male or female: Seems simple enough, but these categories which were assigned to us at birth carry with them a whole lot of social and cultural meanings and expectations. In this section, we look to unpack some of the media’s baggage around what it means to be a boy or girl, man or women.
Despite the fact that men are the most frequent protagonists in all forms of media, we sometimes have trouble defining what exactly makes a man. In this section, we explore how masculinity and maleness are constructed by the media.
Maintaining a healthy balance between entertainment media and other activities in children’s lives has always been a challenge. The Internet has made this challenge even more difficult. This section explores how to recognize when excessive use has become problematic and how to address the issue.
Simone de Beauvoir said “One is not born a woman, but becomes one.” This section analyzes how various media contribute to creating an ideal femininity and how we buy into it.
This lesson introduces students to some of the myth-building techniques of television, by comparing real world (s)heroes with TV world (s)heroes and by looking at stereotypes in the world of TV (s)heroes.
We want to encourage kids to form opinions about what they watch - to react to what they see on the screen. In this lesson, children begin to think about basic concepts - such as how audiences interpret meaning, and the constructed world of television and film.