Project Abstract
Everyday when we walk down the street, ride the bus or go to the store we are faced with unspoken expectations of who we should be and how we should act. This project was designed for students to demonstrate their beliefs on gender stereotypes and give multiple audiences a glimpse into the minds of teens and how they view stereotypes in their daily lives. For more details about this project, or to see examples of student work, please visit John Bosselman's Digital Portfolio. After learning about gender, adolescents and the media, I asked students to select a topic that they found especially moving throughout our course of study. They then were shown examples from the Post-Secret blog and were asked to create their own postcard that displayed their feelings towards the topic we discussed.
What did you teach and how did you teach it?
Sex and Gender
What is the difference between sex and gender?
How does our society define gender roles?
How are you individually impacted by your gender?
Are males and females influenced by masculinity and femininity in different ways?
What are the responses to those that break the rules assigned to their gender?
Monday, April 12th
§ In-class activity: What is the difference between sex and gender?
§ You Tube clips
§ Gender Worksheet
Homework: Read handout Don’t “Judge Me By My Tights” and complete the information on the reverse sheet (for your own benefit). Also, read handout “The Teenage Mystique.” Highlight and annotate. Come to class with five key passages you find interesting and be prepared to share those with the class. Be prepared to discuss whether or not you agree with the reading.
Tuesday, April 13th
§ Discuss article
§ “The teenager”
§ Introduction to “the gender box”—what are the “gender rules”
Homework: Read Handout “Inside the World of Boys: Behind the Mask of Masculinity” from Real Boys by William Pollack and answer the questions below:
1. Describe in your own words what Pollack argues is “The Boy Code.” Do you agree with this concept, why or why not?
2. What do you think about the gender straight jacket concept and the mask of masculinity? Do you feel as though you are constrained by your gender?
3. On page 15 Pollack says, “While it may seem as if we live in a ‘man’s world’… we do not live in a ‘boy’s world.’” Do you agree with his assessment? Are boys really being as hurt by gender as Pollack is saying?
4. Highlight at least five key passages you find interesting and be prepared to share those with the class.
Wednesday, April 14th
§ Discuss Pollack reading—Are boys in trouble?
§ School Climate Survey Results—project brainstorm
Homework: Read Handout from Reviving Ophelia by Mary Pipher and answer the questions below:
1. What does Pipher argue are the main issues that girls are facing? Do you agree with her assessment, why or why not?
2. On page 59, Pipher says “girls are extremists who see the world in black-and-white… she will refer to herself as the goddess of social life and the next day she’ll regret that she’s the ultimate in nerdosity.” Do you agree with Pipher’s claim? Do girls live in world of extremes?
3. After reading the arguments of Pollack and Pipher, which group is in more trouble, boys or girls? Be prepared to discuss this in class.
4. Highlight at least five key passages and be prepared to share those in class.
Thursday, April 15th
§ Discuss Pipher reading—Are girls in trouble?
§ Film Clip—Media and Women
§ Who is being hurt the most? Boys vs. Girl
Homework:
Read article “Gender Typicality and Extremity in Popular Culture” & “Constructing your Deconstruction” Be prepared to discuss article and respond to the following questions in your notebook:
1. What is the argument that the authors are making?
2. According to the authors, what social categories do we use to classify people? Do you agree or disagree with the categories?
3. On page 231 the authors say, “sex categories function as a lens through which other gendered cues are perceived” what does this mean? How are you impacted by your gender?
4. Do superheroes and other types of animated characters have an impact on the development of adolescents? Think about the central questions listed above and the following sub-topics about superheroes: actions, identities, body type, dress, appearance, etc.
Friday, April 16th
§ Discuss “Gender Typicality and Extremity in Popular Culture”
§ Introduce Music Videos
§ Review “gender rules”
Monday, April 19th
§ Television and Advertisements-- Gender in our Media Saturated Environment
Homework Due Tuesday
Find a music video that you can provide your analysis to others. You need to respond to the following questions in your notebook.
A key place to find answers to the central questions listed above is by analyzing music videos. MTV debuted in 1981 and since then music videos have become a central part of our popular culture. They are now found on multiple television channels, in many different media, and across most genres of music. The images and stylistic conventions of music video have influenced other types of film, television and advertising. Music videos essentially function as advertising for the recording industry and have long relied on provocative images to sell their product. Producers and directors rely on music videos to tell a common story that can impact the development of young men and women psychologically. ~Adapted from DreamWorlds 3
Answer the following questions and provide examples of music videos from YouTube.
You will be responsible for leading the class in a discussion about your music video. While you are looking into the various music videos, you should be thinking of the following questions:
What do you think music videos try to sell? Think about things other than CDs, music downloads, concert titles or band merchandise. Find some examples.
What conventions are used in music videos? Make a list of these conventions and provide examples.
What kinds of camera and editing techniques are used in music videos, and how might these techniques affect the way you see and react to what you are watching?
What stories are music videos telling? Do people act like the “characters” in music videos?
Do research into who is behind music videos. Who are the directors, writers, producers, editors, etc.? Do these people have certain characteristics? Who do they work for? Who profits from music video production?
In our society, we are told that beauty is only skin deep, that the color of a person’s skin doesn’t count, that “it’s what’s inside that counts.” On the other hand, we treat fashion photography as high culture and spend large amounts of money. What exactly is the relationship between appearance and inner character?
Tuesday, April 20th
§ Gender in Pop Culture-- An in-depth look at Music Videos
Wednesday, April 21st
§ Continue Music Video Analysis
Homework: Read Baby X and be prepared to discuss
Thursday, April 22nd
§ Complete discussion
§ Discuss Baby X
§ Introduce postcard project—How can we impact change?
What concepts and skills did the students gain in this class through this project?
United States History and Geography
11.1 Students analyze the significant events in the founding of the nation and its attempts to realize the philosophy of government described in the Declaration of Independence.
11.3 Students analyze the role religion played in the founding of America, its lasting moral, social, and political impacts, and issues regarding religious liberty.
11.8 Students analyze the economic boom and social transformation of post–World War II America.
11.11 Students analyze the major social problems and domestic policy issues in contemporary American society.
English Grades 11 and 12
Reading 2.0
Writing 2.3
Writing 2.6
Listening and Speaking 1.0
How is the curriculum for this project academically rich and grade-level challenging?
Students were asked to read college level texts and analyze the readings for connections to their own lives and study of America. The process of completing the assignments led to mastery of the essential questions for the unit.
To what extent was there integration across disciplines in your class through this project?
Through our study students were asked to analyze America's history and literature to come to an understanding of how these issues affect their understanding of gender. We also incorporated the sociological perspective in our study and focused on the agents of socialization which directly impacted their current understanding of gender. Students made connections to anatomy and biology when we discussed issues that teens struggle with (eg. alcohol, drugs, eating disorders, etc.) The final assessment for the project required students to make use of the skills they learned from their multimedia class to create a post-card size depiction of their learning.
Which Habits of Heart and Mind (HoHM) and Design Principles were utilized in this project?
Refinement-- students were required to refine their pieces multiple times and give reasons for incorporating feedback from peers
Compassion-- through the process and discussions, students were required to be compassionate towards others' ideas, thoughts, philosophies and perspectives
Perspective-- students were required to take another perspective while viewing music videos, discussing gender. Specifically they were required to take the sociological perspective while discussing these issues.
Perseverance-- during our study, students were challenged to think critically about themselves. Students needed to persevere through the personal struggles they had when discussing issues such as homophobia, gender bias, etc.
How did you incorporate refinement through this project?
The students completed two critiques in class. One of the critiques happened in the drafting stages of their project and during that time they asked their peers for kind, specific and helpful feedback. Towards the end of the project, students from a ninth-grade class came to critique student work. After both critiques students were asked to take the feedback they were given, and provide a rationale for why they chose to incorporate that feedback or not.