This lesson examines how music reflects and influences societies and is a metaphor for ideas and experiences. Students begin by brainstorming the functions or purposes of music and by discussing music’s power as a mirror and a symbol.
Popular Music and Music Videos is part of a three-lesson unit designed to introduce students to the concept of popular culture and the role that it plays in their lives.
In this lesson, students are introduced to the ways video games may impact their mental and physical health. Students start with a reflection on their use of video games, specifically the amount of time they play and the role of games in their lives. This is followed by a class activity based on several key questions relating to the positive and/or negative effects video games may have on our health. Finally, students will be given an opportunity to debate key claims on the health effects of video games.
This is the first of three lessons that address gender stereotypes. The objective of this lesson is to encourage students to develop their own critical intelligence with regard to culturally inherited stereotypes, and to the images presented in the media - film and television, rock music, newspapers and magazines.
This lesson focuses on put-down mentality in the media.
In this lesson, students are introduced to the idea that their gaming experiences may compromise their personal information.
In this lesson, students explore the issues surrounding violent video games. The lesson begins with a review of the Entertainment Software Rating Board’s rating codes for video and computer games, and a class discussion about the appropriateness of these ratings for children and teens.
In this lesson, students consider the positive aspects of video games as well as the ways in which games may take time away from other activities they enjoy. Students are introduced to the idea of balancing game and screen time with other parts of their lives and learn about the reasons why they may be tempted to spend more time playing games or find it difficult to stop playing. They then keep a diary of their game play (or another screen activity if they do not play video games) that prompts them to reflect on their gaming habits. Partway through that process, they are introduced to techniques that will help them moderate their game play and deal with the difficulties they may feel reducing game time. Finally, students reflect on the experience and develop a plan to make their game play more mindful.
In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society.
In this lesson students are introduced to the concept of “avatars” and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in terms of available body types and gender markers, first creating an avatar of their own gender and then of the opposite gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and compare that experience to the more limited version. Finally, students use the more versatile program to create avatars that represent how they see themselves and how they would like others to see them online and reflect on the choices that went into creating them.