I think every kid should know how to swim. It’s one of those crucial life skills that must be in everyone’s arsenal. That’s why my husband and I introduced our kids to water at the earliest possible opportunity. First in the bath and the shower (okay, so maybe these are more about hygiene), and then we graduated to sprinklers and inflatable pools, wading pools, beaches, and lakes. As soon as the kids were old enough we signed them up for swimming lessons.
In this lesson, students explore the ways in which the media frame is used to tell stories.
Two important ideas relating to teens are the imaginary audience and the personal fable. The imaginary audience makes them overestimate how much attention other people are paying to them. This makes them more self-conscious and leads them to think of privacy primarily in terms of impression management – trying to control how others see them. The personal fable makes teens see themselves as the main character of a story and, as a result, leads many to believe that bad things will simply not happen to them.
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.
Christian religions form the largest religious group in Canada today, with more than 70 per cent of the population identifying with a Christian denomination. The widespread popularity of Christianity in Canada, however, does not mean that media treatment of Christianity is always accurate or informed.
Two new media education resources crossed our desk recently: Totally Wired by Anastasia Goodstein and Children's Learning in a Digital World, edited by Teena Willoughby and Eileen Wood. While they are extremely different, both are useful additions to any media education library.
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.
Media coverage of Islam-related issues has changed dramatically since the beginning of the new millennium, both in quantity and quality. The events of September 11, 2001, thrust Islam into the global media forefront: not only did coverage of Islam drastically increase, particularly in news and entertainment media, but the way in which Islam was framed by the media changed as well.
My teens are still young and new to social media, so until now, we’ve mostly been focusing on the risks. Our main message to them has been to be careful, and that less time online is always better.
Curricular Competencies
Students are expected to be able to do the following:
Applied Design
Understanding context
Defining