This lesson encourages children to explore the differences between their real families and TV families by imagining how their own families might be portrayed on a television show.
This lesson develops a beginning awareness by students of how they feel towards, and respond to, different sports, and how the media represents athletics.
This is the second of five lessons designed to teachstudents to think critically about the way aboriginal peoples andvisible minorities are portrayed in the press.
In this lesson students develop an awareness of the ways in which public perceptions regarding young people have been affected by media portrayals of youth violence and youth crime.
In this lesson students are introduced to the key media literacy concept that media are constructions that re-present reality and consider how representations of crime in news and entertainment media may influence how we perceive members of particular groups.
In this lesson students are introduced to the media literacy key concepts that “media are created to re-present reality” and “media are influenced by commercial considerations.”
This is the fourth of five lessons designed to teach students to think critically about the way aboriginal peoples and visible minorities are portrayed in the press.
In this lesson students learn about the systems used to classify films, TV programs and video games. Students are asked to take a critical look at the criteria applied to classify these media products, and then take into account and discuss the underlying social and political aspects arising from those systems.
In this lesson, students are introduced to concepts of gender identity and gender expression and learn about common portrayals of trans people in movies and TV shows.
Students are introduced to the idea of “privilege” in relation to diversity and how it applies to media. They then look at a checklist of media related privileges to help them understand the concept.