Level: Grade K to 3
About the author: Matthew Johnson, Director of Education, MediaSmarts
Duration: 10-15 minutes per activity
This lesson is part of USE, UNDERSTAND & ENGAGE: A Digital Media Literacy Framework for Canadian Schools.
Overview
There’s significant evidence that media education can counter unrealistic media representations of men’s and women’s bodies. For example, a 2015 study found that girls as young as Grade 5 who had received media literacy education in school had higher self-esteem and body satisfaction.
Though they are by no means the only factor, media representations of weight and body shape are a major element in body image concerns. Media of all kinds frequently promote weight stigma, most often representing weight as an individual responsibility.[1] Time spent on social media and watching television[2] and exposure to manipulated photos on social media[3] have all been linked to negative body image or increased concern with appearance.
Digital media such as social networks and video games have become increasingly important in the lives of children and youth. Even when young people are consuming other media, such as TV, music and movies, they’re likely to be doing it through the internet. As well, nearly all the media they consume, from TV shows to toys, have web pages, virtual worlds, video games or other digital spinoffs associated with them.
Traditional media like film, print and music still have a significant impact on young people’s body image. Research has found that even news coverage can promote weight bias by how it portrays people in larger bodies, both in photographs and in how it frames weight and health.
Children are exposed to many unrealistic images of both men’s and women’s bodies through media. TV shows, music videos, ads, movies, video games, and social networks can communicate ideas about what their bodies “should” look like. Techniques for manipulating images – from old-fashioned techniques like airbrushing to modern technologies like filters – even make it possible for media images to go beyond what’s possible in reality.
A few years ago, I mostly stopped using filters on my Instagram photos and stories. I had been using ones that weren’t intentionally changing the way I looked - or at least, I wasn’t trying too hard for that. I was selecting ones that bettered my lighting or made me look less tired.
In this lesson, students consider the ways in which social media may prompt them to compare themselves with others, and the impacts that can have on body image and self-esteem. They analyze how the features, algorithms and culture of the social networks they use may affect them and will produce “paper prototypes” of redesigned social media apps that promote more healthful use. Finally, students reflect on how they can change how they use the existing apps to be more like their redesigned versions.
The risks that kids encounter in media fall into four categories:
Content risks, where kids are exposed to or engage with harmful content such as violence, hate, or sexualized media;
Conduct risks that come from what kids do or how they interact with other users;
Consumer risks related to money, advertising, and data collection;
The new Ontario Health and Physical Education curriculum released this year by the Ontario Ministry of Education is the first major revision to the subject area in almost 30 years.