Mirror Image - Lesson
In this lesson, students analyze their own body image and consider what they wish they could change.
In this lesson, students analyze their own body image and consider what they wish they could change.
This lesson considers how the media portrays women in politics. Students explore capsule biographies of female political leaders, from ancient times to current events – crafted from snippets of media coverage such as newspapers, magazines, TV news and encyclopedias – to understand bias in how female politicians are portrayed.
To introduce students to the use and prevalence of sexuality in advertising.
In this lesson, students explore the nature of stereotypes by looking at the negative image of the TV dad as presented in situation comedies (sitcoms) and advertisements.
In this five- or six-day unit, students create a video podcast to present balanced, unbiased perspectives on global development issues.
In this lesson, students think critically about culturally inherited gender stereotypes, and explore how stereotypes about men nd women are promoted and reinforced through the images and messages in alcohol ads.
In this lesson, students explore gender-related influences on smoking.
In this lesson, students will produce a 20 minute news broadcast.
The purpose of the lesson is to facilitate and develop youth art as a form of community engagement and give students the opportunity to explore their experiences with privacy and equality in networked spaces. Students will be presented with several scenarios related to experiences of privacy and (in)equality in networked spaces and how young people have used art to advocate for change. Students will be asked to develop an art project (mural, collage, recorded performances, face/body art, etc.) that they believe best reflects the issues that are important to them. Since the expertise and support to implement an art project vary from classroom to classroom, there are three options for completing this lesson: (i) students design and create their art projects; (ii) students develop a plan to produce an art project without actually creating it; and (iii) students are mentored by professional artists who help them design and implement their art projects.