Resource File: Body Image

Transcription

1 Resource File: Body Image By Caitlin Erickson S

2 Contents Page PAGE # Activity Activity Activity Activity Activity Appendix Appendix Appendix Appendix Appendix Reference List

3 Activity 1: Mapping Out Body Image This activity is designed to introduce body image to the students. It is appropriate for years 9 and 10 as some of the content in the intended magazines (WHO, New Idea, FAMOUS, CLEO, Cosmopolitan etc) is mature and not suited for the younger years. This activity allows students to identify the different values and attitudes they have about being healthy and more specifically what body image means to them. Students often relate being healthy to being slim which is not always accurate, and it is an idea that is constantly reinforced throughout society. This activity is designed for the individual to explore his/her meaning of a healthy and unhealthy person, allowing deeper thought and consideration about those particular characteristics. Mapping Out Body Image Activity Teaching Points Discussion Questions Students are to make two mind maps using clippings from magazines highlighting the characteristics of: a) Healthy person b) Unhealthy person The clippings can be pictures, words, phrases etc. (see appendix 1) Mind maps can consist of the physical, emotional and social characteristics of each type of person Try to incorporate both sexes (for example as a female try to think what is considered healthy/unhealthy in a man and vice versa) 1. What are some similarities between mind maps throughout the class? Healthy Person: fit and active, happy, social, sport stars Unhealthy Person: overweight/skinny, models, eating disorders, sad, depressed 2. How would you recognise a healthy person? glowing skin, bright eyes, happy, active etc. 3. How does the opposite sex s healthy body image compare to your own? Are they the same? - societies idea of a healthy male is built and strong where as a healthy female is small and thin 4. What influences these perceptions of body image? Family, friends, school, media, role models etc. 3

4 Activity 2: Influences; Good or Bad? This activity is designed for students to identify how much society influences their own personal perception of body image. Societal pressures such as family, friends, school, media and role models are constantly influencing young people of what is the acceptable way to look. This activity allows the students to compare and contrast between each category and reveal how influential they really are. It allows the students to discover how easily one is influenced by an external source in both positive and negative ways. This activity is designed for year 9 and 10 as i believe this is when they are most susceptible to external influences. At this age young people rely a lot on other people s opinions and other sources of information to confirm what is normal. Therefore it is important that they explore why these influences have such an effect on one s perception of body image. Influences; Good or Bad? Activity Students will be divided into 5 groups, each group will be allocated a specific category on a poster (use the influences discussed in the previous activity). As a group the students must come up with two ways in which the category influences their perception of body image. The posters will rotate around to each group. (see appendix 2) Once everyone has contributed to each category bring the group together to discuss ideas. Teaching Points Discussion Questions Tell the students to think about these questions when completing the task: What does this category encourage you to do about your body? Does the category have a negative or a positive influence on you? Describe how this category makes you feel about your body. Why do you think you are so influenced by this category? 1. Rank each category from being the most influential and 5 being the least influential. 2. Which category influences negative perceptions of body image? 3. Which category influences positive perceptions of body image? 4

5 Activity 3: Reading Between the Lyrics This activity branches off from the previous highlighting one societal pressure; the media, more specifically music and how it is used as a tool to communicate particular issues among society and in doing so how it influences young people s perception of body image. This activity is appropriate for year 9 students as it explores issues of self-worth, self acceptance and being one s self. This activity highlights the challenges young people commonly face. Reading Between the Lyrics Activity Students will listen to Christina Aguilera s song Reflection and complete Work Sheet 1.1 (see appendix 3) Students will be supplied with the lyrics to read along with the song (see appendix 3) Teaching Points Questions Take note of how you feel whilst listening to the song Think about how the person portrayed in this song is feeling Work Sheet 1.1 Reading Between the Lyrics- Sample Answers 1. How does the song make you feel? Sad, confused, hopeful 2. What do you think is the meaning of the title Reflection? Looking at one s self, comparison to others, feeling unnoticed 3. Interpret your own meaning to each of the following: a) Who is the girl I see, staring straight back at me? This person is unsure of themselves, she feels confused and out of her own skin. She doesn t know who she has become (could this be because of external influences in her life) b) Must I pretend that I'm someone else for all time? She is trying to please others (friends, family, society) She may be referring to how people pretend and change who they are to fit in. c) Must there be a secret me? This describes how people hide away from who they are How they pretend to be someone else to please others She is wanting to be herself and show everyone who she is 5

6 Reading Between the Lyrics 4. How does this song relate to body image? Conforming to societal pressures and influences about what is the normal and acceptable body image takes away individuality Being happy with one s self and body is accepting who you are Realising everyone is different, all shapes and sizes, allows the individual to strive for a healthy lifestyle on their own merits and not because society has told them to. 5. Write an acrostic poem to the word reflection whilst referring to body image. Reality Encourage Figure Love Energy Confidence Trust Individual Original Nervous 6

7 Activity 4: Hot Or Not! This activity is designed for students to explore the different stereotypes society has placed on people. This activity is suitable for year 10 students as it deals with the delicate issues of weight. Students must be responsible, respectful and mature when completing this activity as it is based solely on the physical attributes of a person. It will allow students to voice their opinion and perceptions of body image. It is also important that students understand that people shouldn t be defined by what they look like. Students are encouraged to enter into deeper ideas behind why people are stereotyped and judged. Hot or Not! Activity The students with be presented with pictures of multiple celebrities of all shapes and sizes. A picture of a happy face will be put on one side of the room and a picture of a sad face will be put on the other. The students must decide if it is positive image or a negative image by moving to the appropriate side of the room. (see appendix 4) Teaching Points Discussion Questions Be sure to use well known celebrities both male and female Students must make their decision individually Students need to be able to justify their selection 1. Is this a realistic way for looking at people? Do we get any other information about a person from their appearance? 2. Does this picture tell you anything about the individual other than body shape? Maybe they are happy/sad, confident/shy 3. Where do you get the idea that one body shape is better than another? External sources such as media, friends, family, school etc.? 4. Are you stereotyping these people because of the way they look? Yes/no Just because someone is overweight, does it mean they are sad? Just because someone is thin, does it mean they are successful? 7

8 Activity 5: I See Me, You See Me This activity looks into the Dove social experiment, where they found that only 4% of women around the world consider themselves beautiful. This activity is more specifically aimed towards year 9 and 10 girls as its focus is on women s self perceptions. Dove is committed to creating a world where beauty is a source of confidence, this message really comes to life throughout the video, allowing the students to see, who their biggest critics are. This experiment allowed the women to realise how much time and energy is put into analysing the negatives when they could be enjoying the positives. It became clear to a lot of women that they should be putting more emphasis on the things they like about themselves instead of highlighting their flaws. Similarly, by watching this video, those significant messages should translate across to the students also. It is quite a powerful thing to watch these women go through this experience realising that perceptions can be extremely distorted and unrealistic. I See Me, You See Me Activity Students will watch this youtube video watch?v=litxw91uaue of Dove Real Beauty Sketches. Students will then complete Work Sheet 1.2 (see appendix 5) Teaching Points Questions Whilst watching the video: Be aware of the differences in descriptions of the same person Think about the parts of your body that concerns you most Work Sheet 1.2 I See Me, You See Me - Sample Answers 1. What is your least favourite part of your body? stomach, arms, eyes, nose etc. 2. What is your favourite part of your body? eyes, lips, legs, hair etc. 3. List some of the critics the women gave themselves Plain cheeks, small lips, tired looking, crows feet, wrinkles, big protruding jaw, fat round face. 4. List some of the critics the women gave each other thin, thin chin, bright eyes, short cute nose, thin face 5. Comment on the differences between the the women describing themselves and the women describing another woman The women describing themselves were very critical, specific and harsh. They commented on their insecurities more than the parts of their body they liked. 8

9 I See Me, You See Me When the women were describing another woman they were positive, describing all the things they liked, and what they thought was beautiful. There was no negativity or pointing out flaws. 6. What is an insecurity? Uncertainty or anxiety about one s self Lack of confidence 7. Comment on this statement: Our self perceptions are generally harsh and unbecoming, when really thats not how the world sees us We don t realise how critical we are of ourselves, and we start to believe that others will be just as judgmental, when in actual fact they see us completely different. Maybe it is because other people aren t aware of our insecurities, they don t stand out to them like they do to ourselves. 8. You can see the transition the women make from describing their own sketch and describing themselves sketched by a stranger. Choose one woman and demonstrate the differences in the two sketches. Woman s sketch: closed off, fat, shut down, sad. The sketch is darker and depressing Stranger s sketch: beautiful, personable, friendly, happy. The sketch is much lighter, happier 9. What are some ways to improve one s self confidence and self esteem? Support from friends and family Affirmations Belief Encouragement from others Approval 10. Draw a sketch of yourself, and then have a friend draw a sketch of you 9

10 10 *Appendix 1

11 11 *Appendix 2

12 12 *Appendix 3

13 13 *Appendix 4

14 14 *Appendix 5

15 Department of health and human services, community nutrition unit. (2009). Retrieved from Resources for teachers - Body image. (n.d.). Retrieved from mediasmarts.ca/body-image/resources-teachers-body-image Steinhart, M. Hearing between the lines. (n.d.). Retrieved from Nobody is perfect. (n.d.). Retrieved from pdhpe7_10/health_education/body_001.htm Self-esteem workshop guide for teachers of girls and boys ages (2012). Retrieved from Workshop_Guide_for_Teachers.pdf Body image information and interactive activities. (2012). Retrieved from %20Mental%20Health%20Promotion/Body%20Image%20Tool%20Kit % pdf McKenzie, S. Healthy body image. (n.d.). Retrieved from Doveunitedstates. (2013, April 14). Dove real beauty sketches [Video file]. Retrieved from Dove real beauty sketches. (2013). Retrieved from realbeautysketches.mydove.com.au (Body) image is everything. (2012, September 28). Retrieved from