Gender Roles: From Fairytales to Adverts

Examining the way in which gender roles are perpetuated throughout media

Presented by Melissa LugoETAP 638

Summer 2012

Target Audience: 4th-5th grade class Content Area: English Language Arts Class Size: 24-32 Students Equal Female/Male ratio Availability to the following tools: Computers w/

internet access, Smartboard, Video Cameras, microphones

Culminating End of Semester Activity Time Frame: 2 ½ -3 Weeks of daily instruction

and activity Conducted in Groups of 4 ideally

Pertinent Information Relating to Unit:

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text

RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Standards Addressed: Common Core ELA (Reading)

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Standards Addressed Common Core ELA (Writing)

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Standards Addressed Common Core ELA (Speaking &Listening)

Media Literacy Education requires active inquiry and critical thinking about the messages we receive and create.

Media Literacy Education expands the concept of literacy to include all forms of media (i.e., reading and writing).

Media Literacy Education recognizes that media are a part of culture and function as agents of socialization.

National Association of Media Literacy Education Core Principles Focused Upon Within This Unit:

This unit is intended to “piggyback” a study of mythical texts and fairytales within an ELA genre study unit.

Students have significant foundations in examining gender roles evident within their “Funds of Knowledge”

By connecting students prior experience and observations about life with the content examined in the ELA genre unit, children will be able to make informed conclusions about gender roles within society and hopefully develop a critical eye when examining perpetuating stereotypes in their everyday lives and in the media in particular.

Building Upon Prior Knowledge

Students will learn how to critically examine and read literature (traditional fairytales) for imbedded messages related to gender relations, attributes, and ideas.

Students will analyze these trends in representation, attitude, and descriptive vocabulary of gender roles and perceptions.

Overall Aim and Objectives:

Students will then learn how to critically “read” and examine specifically selected commercial advertisements and make connections in perpetuated ideas of gender from literature and media outlets.

Students will choose a advertisement where stereotypical gender roles are prevalent and analyze the commercial for trends and advertising techniques that promote gender stereotypes

Overall Aim and Objectives (Cont’d)

Students will work in groups to re-create a commercial in video form to reduce gender stereotypes as a cumulative project. This project will be presented in class and critiqued by peers.

Overall Aim and Objectives (Cont’d)

This lesson is designed to introduce students to the influence advertisements have in the perpetuation of gender roles and stereotypes. By first having children examine the way gender roles are portrayed in fairytales and analyzing these trends; then applying it to popular media, children are being encouraged to “read” into the choices producers of media make in order to impose a certain belief or feeling on their audience. They are in turn being introduced to be active viewers and consumers of such media. Finally, students are encouraged to present their viewpoints to their peers, demonstrating the various interpretations and a media product has embedded within.

Lesson Rationale

Grimm's fairy tales: Cinderella, Sleeping Beauty, Goldilocks and the Three Bears

Hans Christian Andersen tales: The Princess and the Pea, The Ugly Duckling

Jon Scieszka’s The Frog Prince Continued

Steven Kellogg's Jack and the Beanstalk

Charts-To collect vocabulary, references, patterns and overall observations.

Materials and Sources Required

Excerpts of Disney adaptations of Cinderella, Sleeping Beauty

Excerpts of ABC’s Once Upon A Time

YouTube -Adaptation of The Paper Bag Princess by Robert Munsch (Part I)

Excerpts from the article Gendered Media: The Influence of Media

on Views of Gender by Julia T. Woodhttp://www.udel.edu/comm245/readings/GenderedMedia.pdf

Materials and Sources Required (Cont’d)

YouTube Commercial Advertisements◦ Burger King “I am Man” ◦ http://www.youtube.com/watch?v=vGLHlvb8skQ

◦ 1957 Pepsi Commercial◦ http://www.youtube.com/watch?v=113mRmchumY

◦ Toyota “Swagger Wagon” http://www.youtube.com/watch?v=ql-N3F1FhW4

◦ Stride Gum “A Little Bit Epic” ◦ http://www.youtube.com/user/stridechewinggum?v=ZC1qd4kxzg8

◦ Stop and Shop Commercial◦ http://www.youtube.com/watch?v=qQBfLAS8mR4

◦ “KFC-She’s A Lady”◦ http://www.youtube.com/watch?v=VrN4lAonpN8

◦ Nike “My Better Is Better”◦ http://www.youtube.com/watch?v=rHHMaiNyztk

Materials and Sources Required (Cont’d)

Smartboard Projector and Connectivity

Internet Access

Laptops/Computer Access

Printer

PowerPoint

Various Props for Skit/Presentations

Technological Requirements

Teacher will distribute pencils to students (teacher will distribute female themed pencils (Princess, floral, Monster High etc.) to boys and male theme pencils (Cars, Mario Bros.etc.) to girls and wait for reaction from students.

Build discussion around student reactions and question: Where did we learn what we should like based on our gender?

Create charts with ideas and responses to use as a point of reference

Procedures: Day 1(Launch)

Shared Reading Experience: Cinderella

Discuss: What are the perceptions of gender in this tale? What are the traits of the female main character? What is the role of the male?

Chart findings as a point of reference

for follow-up lessons

Procedures: Day 2

Shared Reading Experience of Jack & the Beanstalk

Discuss gender messages prevalent in the tale as whole group discussion. What is the larger message being communicated in this text? What does it say about society and gender roles? (Compare female Cinderella vs. male Jack)

Cinderella vulnerable, needy Jack foolish, but brave and heroic, saves the day

Create a vocabulary list of both female and male traits/characteristics observed within texts thus far.

Procedures: Day 3

Break into “Book Clubs” of four students each, and assign each group a fairytale to examine in terms of gender roles.

Children should be able to pull from specific quotes and claims within texts to support stances and examples (as modeled in previous lessons).

Students present summary of assigned text to the class. Throughout presentations teacher adds to reference charts, collecting new vocabulary and understandings about gender roles and how they are reinforced through fairytales.

Procedures Days 4-5

Summarize findings from literature portion of unit and begin launch of examining commercial adverts. Establish connections through modeling.

Discuss media’s unspoken messages by examining commercial adverts closely (through dialogue, gestures, setting, message, focus, angling etc.)

Model skill using 1957 Pepsi commercial. Chart- What is this commercial really

saying about gender roles? Document student responses

Scaffold instruction by introducing “Stop & Shop commercial and allow for students to analyze it adopting the modeled skills (in partnerships)

Procedures: Day 6

Students work in original 4 person groups to analyze assigned advertisements for trends in gender perception and roles (students work on laptops to explore pre-selected advertisements and female/male trends within them)

Students create an individual journal entry examining the ways that their lives reflect these roles and contradict these roles.

Procedures: Days 7-8

Examine how media is changing over time and altering gender roles: Compare and contrast Nike commercial from1990’s with recent commercial “My Better is Better” (examining message, gender, dialogue, imagery). Discuss

Students use YouTube to find a commercial that perpetuates stereotypical gender roles, and one that moves to away from stereotypical gender roles.

Students create group presentations based on above activity, with the options of using PowerPoint, Blabberize, or any other tool that best displays their opinion, ideas, and understanding.

Students present to class, and are evaluated by peers in terms of clarity, accuracy, application of content, and vocabulary used.

Procedures: Days 9-12

1Below Standards

2Approaching Standards

3Meets Standards

4Exceeds Standards

Discussion Student does not contribute to class discussions and/or comments do not connect or demonstrate an understanding of content

Student contributes little to class discussions and/or makes few connections, demonstrating a very basic understanding of content

Student contributes consistently to classroom discussions and makes connections which demonstrate a solid understanding of content

Student contributes consistently to classroom discussions and makes connections which demonstrate a deep and/or advanced understanding of content

Journal Journal doesn’t reflect upon media practices discussed in class and fails to draw upon relative life experience connecting with the content

Journal relays little reflection upon media practices discussed and draws upon basic life experiences making weak connections with the content.

Journal reflects an understanding of media practices and builds meaningful connections with life experiences and content with examples

Journal reflects a deep understanding of media practices and builds solid and thoughtful connections with life experiences and content with examples and elaboration

Assessment: Students will be assessed on the following 1-4 scale rubric

1Below Standards

2Approaching Standards

3Meets Standards

4Exceeds Standards

Presentation Student didn’t add significant content to presentation or was unprepared.

Student added some content to presentation, and was clear and concise in their message.

Student added significant content to presentation, was clear in their message, demonstrating application of skills and integrating acquired vocabulary and ideas

All components of (3) and used sophisticated technology and creativity

Group Did not actively participate or engage with group or failed to be cooperative.

Worked cooperatively but didn’t contribute actively/consistently within group

Worked cooperatively, took initiative, made meaningful decisions taking all group members into consideration.

All components of (3) and served as a mediator and guide.

Overall Media Understanding and Acquisition

Student failed to adopt the media-relevant vocabulary and didn’t make associations with specified media and personal life experiences

Student adopted some media relevant vocabulary and understood some ways in which media can be “read”

Students adopted media relevant vocabulary and understood many of the ways in which media can be “read” and interpreted.

All components of (3) and demonstrated the understand the ways in which media has the power to influence societal beliefs.

Assessment (Cont’d)