be introduced to examples of beauty trends in history and in other cultures. Next they will

Transcription

1 Lesson Overview Christine Batten Topic: Body Image and Media Audience: 6 th 8 8h grade students, female Overview of content: In this lesson students will explore the role of media influence on body image. They will be introduced to examples of beauty trends in history and in other cultures. Next they will explore how media images are distorted and enhanced to deliver false advertising. Finally, they will be given a brief overview of how to achieve maximum health in order to develop the ideal body for their unique genetic makeup, as well as tips on promoting a positive body image. Duration: 10 minutes. Can be expanded into a 45-minute lesson with longer discussion, group work, and additional activities (highlighted in bold in the outline). Goal: Students will recognize the media s influence on body image in order to reject false advertising and promote a positive body image. Objectives Students will: 1. Define body image in a post test 2. List at least two ways they can promote health and a positive self-image in a post test 3. Name at least three ways advertisements show a false image of beauty during a post assessment

2 Christine Batten Lesson Outline Part 1: Discussing body image and trends over time Time (min) 3 1. Define body image. (Body image is the image or perception we have about what our bodies look like.). Ideal body image is a standard we may compare ourselves to, and an image we strive to become. 2. Discussion: Where do we get messages about what we should look like? Acceptable answers include, bur are not limited to: TV, magazines, internet, peers, and books. How do these images make us feel about ourselves? If we don t look like the people we see in ads then we may judge ourselves and dislike how we look. 3. Ask students what the current ideal body image is (right now the ideal is comparible to Victoria s Secret models who are tall and thin with large breasts and toned muscles). Ask if skinny has always been the body ideal, then discuss a history of beauty trends (Martin, 2010) s: The ideal woman was voluptuous, pale s: Thin flappers would have their breasts bound to have a washboard appearance s: Marylyn Monroe had the ideal image. She was a healthy size 8 or 9 and was proportionate s: Stick-thin bodies with flat chests were the ideal (like Twiggy). Fiji and the introduction of TV Before 1994 the ideal Fijian woman was voluptuous, as this was thought to represent health. TV was introduced to Fiji in 1994, displaying Western images of beauty i.e. thin. Around this time the body ideal in Fiji for many women started to change to a skinny body type (Kong, 2007). 4. Summary: Has a thin body always been the ideal? No. Beauty is an ever-changing social

3 construct, just like any trend (for example clothes and hairstyles). Media tells us what the current beauty ideal is. Christine Batten Part 2: Media influence and false advertising 2 1. Media distortion Many girls compare themselves to the models they see in the media. Even models can t achieve the perfect image we see in glossy ads. Emphasize this point by playing the Dove Evolution video (0:10-0:59) to show the process of making a billboard advertisement. a) Have students discuss the ways the image was altered or enhanced (for example: lighting, makeup, hair, and photo retouching). b) Activity: Show students the Victoria s Secret campaign and the Dove campaign. Have them work in small groups to compare these images. How do the women in the Victoria s Secret ad compare and differ? How do the women in the Dove ad compare and differ? c) Activity: To help students identify if they have a distorted image of their body, do a string test. Give each student a long piece of string and ask her to make a circle that represents the size of her waist. Have them cut the string at that point. Now, have the students measure the circumference of their waist with the string and compare the two measurements. Were they surprised by the difference in size? 2. Summary: Even models don t look like the ads they re portrayed in. Full-body ads are distorted in the same ways this headshot was distorted. The media tells us to look a certain way that is near impossible to achieve. The distortion of media images can help to distort our own

4 Christine Batten self-image, and even make us think we are larger than we really are. Part 3: Contradictions between health and body ideals 2 1. Sometimes when we compare ourselves to ads, we focus so much on image that we forget what s most important: health. Ask students if they think that a person who is skinny is healthy and in-shape. This is a trick question. Some who are thin will be unhealthy, and some who are heavy will be healthy; it depends on genetics and self-care. Some people starve themselves to be skinny and develop a lot of health issues, potentially even resulting in death (Utter, 2012). Some people are naturally long and thin while others store fat more easily. In reality, only 5% of women have the genetic makeup to become tall and slender. We can t change our genes. Instead of trying to go on a quick diet and pursue some idea of beauty that almost no one can achieve, we should focus on the things we can change about ourselves, instead of worrying about things we can t. a) Ask: what aspects of ourselves are we not able to change? Genetics: height, shoe size, eye color, bone structure, etc. b) Ask: what aspects of ourselves can we change? Fitness, attitude. 3. Summary: We all have different genetics and they determine what our bodies will look like. Our bodies want to take a certain shape, but media seems to tell us that only one body shape is beautiful: long and thin. Being Accepting How do we start to feel good about ourselves? Re-emphasize that health is what s most

5 Christine Batten important, and when we are healthy we re more likely to feel good physically and emotionally. 2. How do we promote health? First ask students to talk in groups and name different strategies for promoting health and a positive body image. Discuss in a large group. If dieting is mentioned, discuss the harms and misconceptions. Losing weight quickly will typically result in gaining it back, and doesn t teach us to listen to what our body needs ( Slim Hopes, n.d.). a) Best answers: eat well, exercise, and focus on qualities we like about ourselves. i. Discuss the role of eating a variety of foods in maintaining our health and boosting energy. b) Explain how exercise boots endorphins that naturally make us feel good. c) Use the nutrition handout to go over general MyPlate guidelines. d) Go over examples of how to promote a positive body image. (Strategies: focusing on qualities we like about ourselves, complimenting ourselves and others, reading books or watching movies that focus on women s achievements.) 3. Summary: We need to eat well, exercise, and focus on our positive attributes to get the ideal us no matter what our body type. Homework activities 1. When students go home and watch TV, ask them to count the number of ads they see 30 sec that depict the ideal image of beauty. Have them pick one that stuck out the most and have them write down all the ways the ad was altered and may be false advertising. 2. Have each student pick three or more personal characteristics they like about themselves. Have them write a one-page essay about why they chose these three. (For a longer lesson, this can be an in-class activity. If appropriate, have students then

6 Christine Batten share positive qualities with other students). Evaluation strategies Pre- and post-tests. Students will take a short, five question quiz on media and body image. Please answer the following questions honestly. 1. What is body image? a) feeling healthy b) a picture in a fashion magazine c) what we really look like d) the idea we have about what our bodies look like 2. What are some ways to achieve the best body for your body type? a) making healthy food choices b) exercising regularly c) following diets in fashion magazines to lose weight quickly d) both a and b e) all of the above 3. Skinny has always been the ideal body image. a) true b) false 4. Right now I feel good about my body. a) strongly agree b) agree c) disagree d) strongly disagree 5. The way I feel about my body is related to how I feel my body compares to actresses I see in magazines and on television. a) strongly agree b) agree c) disagree d) strongly disagree 6. Have you ever altered your eating habits (eating more or less, or eating only certain foods and avoiding others) in order to look a certain way? a) once b) sometimes c) often d) never

7 References Christine Batten Kong, M. (2007). Beauty ideals and body image: Suva, Fiji. Independent Study Project (ISP) Collection, 217. Retrieved November 12, 1920, from Martin, J. B. (2010). The development of ideal body image perceptions in the United States. Nutrition Today, 45(3), My Plate-food group servings and amounts. (n.d.). Nourish Interactive. Retrieved December 2, 2012, from Slim hopes. (n.d.). Media Education Foundation. Retrieved November 12, 2012, from Utter, J., Denny, S., Robinson, E., Ameratunga, S., & Crengle, S. (2012). Identifying the red flags for unhealthy weight control among adolescents: Findings from an item response theory analysis of a national survey. International Journal of Behavioral Nutrition and Physical Activity, 9. Retrieved November 12, 2012, from

8 Materials/supply list: Christine Batten Computer Internet Dove video on YouTube USB with Dove video Before and after image of model in Dove video Chalk and chalkboard Nutrition, physical activity, and promoting positive body image handout