Lesson 2 - Gender Roles in Disney Movies
Lessons/Activities
a. Read one of the original fairy tales that inspired one of the Disney films you are familiar with on http://www.fpx.de/fp/Disney/Tales/. Answer the essential questions.
b. Write a Journal Entry based on the following questions:
In addition to highlighting what you have learned today, use character descriptions from the original fairy tale to create a drawing of the main male and female characters. Compare your drawing with the representations of these characters in the Disney film. In your journal, explain how your drawings and the Disney drawings of the same characters are alike. How are they different? Explain why you believe Disney chose to represent the fairy tale's characters in a different light for its films.
a. Read one of the original fairy tales that inspired one of the Disney films you are familiar with on http://www.fpx.de/fp/Disney/Tales/. Answer the essential questions.
b. Write a Journal Entry based on the following questions:
In addition to highlighting what you have learned today, use character descriptions from the original fairy tale to create a drawing of the main male and female characters. Compare your drawing with the representations of these characters in the Disney film. In your journal, explain how your drawings and the Disney drawings of the same characters are alike. How are they different? Explain why you believe Disney chose to represent the fairy tale's characters in a different light for its films.
c. Explanation of the project:
- Due on Lesson 4
- Group project (3-4 students/group)
Directions: This is your opportunity to show your understanding of gender role perpetuation in the media. You must choose a movie or a television show which you believe has gender role stereotypes in it and you must deconstruct and critically analyze it in Parts A-C.
Part A: Prezi
- You must prepare a Prezi presentation in the aim of informing the class about your findings.
Part B: Script
Select a scene from your film or TV show. Recreate one of the scenes of the film by extracting any gender biased content. The scene you choose to recreate must between 5 - 10 minutes. You must write and submit a script for this scene.
Part C: Reflection
- Write a 500 word reflection on why you think the gender role depiction in media must be addressed. Why is it a problem?
- Due on Lesson 4
- Group project (3-4 students/group)
Directions: This is your opportunity to show your understanding of gender role perpetuation in the media. You must choose a movie or a television show which you believe has gender role stereotypes in it and you must deconstruct and critically analyze it in Parts A-C.
Part A: Prezi
- You must prepare a Prezi presentation in the aim of informing the class about your findings.
Part B: Script
Select a scene from your film or TV show. Recreate one of the scenes of the film by extracting any gender biased content. The scene you choose to recreate must between 5 - 10 minutes. You must write and submit a script for this scene.
Part C: Reflection
- Write a 500 word reflection on why you think the gender role depiction in media must be addressed. Why is it a problem?
Assesments
a. Answers the Essential Questions.
b. Writes a guided learning journal entry.
Homework
a. Begin project preparation.
b. Continue daily viewing of video clips and television.
Understanding By Design:
Established Goals: By the end of this lesson, students will be able to:
- Explain how Disney movies, in spite of their young target audience, perpetuate gender roles.
Understanding(s): Students will be able to understand that...
- Disney has profit-driven motives when modifying the plot and character appearance of the characters in its film adaptation of fairy tales.
- Fairy tales and Disney films are significant influences on the understanding and normalization of gender roles in younger audiences.
Essential Question(s):
- Identify two literary devices or techniques used by the author of the fairy tale.
- List noteworthy modifications made by Disney in its film adaptation of the fairy tale you have just read.
- Identify where, in terms of dramatic structure, each noteworthy modification was made (ie. exposition, resolution, climax, falling action, or rising action?)
- What is the appropriate age group for fairy tales? Disney movies? Explain how both forms of media can have a significant impact on the construction of gender issues.
- Do you prefer the fairy tale or the Disney film? Explain why.
Students will know...
- key facts about how media develops and normalizes gender roles in younger audiences.
- key literary devices and techniques.
- the vocabulary of dramatic structure.
Students will be able to...
- Identify literary devices and techniques in a text.
- Recognize the influence Disney films have on the development of gender roles.
- Express (in writing) how media influences one's understanding of gender roles.
- Use the vocabulary of dramatic structure in context.
Performance Task(s):
- Recognize differences in plot structure and character development in two medium.
- Express (in writing) his/her opinion on gender roles, differences in plot structure and character development, the influence of media on the construction of gender roles, and the mission of media conglomerates.
Other Evidence:
- Illustrations in the learning journal
- In-class participation
Learning Plan:
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
In the last lesson, our students developed an understanding of gender roles, media's persistent influence on individuals throughout all stages of development, the lack of diversity in media ownership, and the financial motivations of media conglomerates. The purpose of this lesson is to have the students apply the knowledge they obtained in Lesson 1 in two exercises in order to further their knowledge and to rectify any knowledge construction errors that could have occurred in the last lesson. After this lesson, we will know that the students have the prior knowledge necessary in order to create insightful critical media projects. We will make sure that students know where they are going via our evaluation methods (ie. answers to the essential questions and learning journal entry) but also via in-class discussions and the questions asked by students during class.
How will you hook students at the beginning of the unit?
We will hook students at the beginning of the unit by introducing a subject the vast majority of them are familiar with and fond of: Disney movies. We will also obtain our students' attention from the very beginning by introducing the subject with a YouTube video on gender roles in Disney that we are convinced will illicit emotional responses and thus a captivating in-class discussion:
a. Answers the Essential Questions.
b. Writes a guided learning journal entry.
Homework
a. Begin project preparation.
b. Continue daily viewing of video clips and television.
Understanding By Design:
Established Goals: By the end of this lesson, students will be able to:
- Explain how Disney movies, in spite of their young target audience, perpetuate gender roles.
Understanding(s): Students will be able to understand that...
- Disney has profit-driven motives when modifying the plot and character appearance of the characters in its film adaptation of fairy tales.
- Fairy tales and Disney films are significant influences on the understanding and normalization of gender roles in younger audiences.
Essential Question(s):
- Identify two literary devices or techniques used by the author of the fairy tale.
- List noteworthy modifications made by Disney in its film adaptation of the fairy tale you have just read.
- Identify where, in terms of dramatic structure, each noteworthy modification was made (ie. exposition, resolution, climax, falling action, or rising action?)
- What is the appropriate age group for fairy tales? Disney movies? Explain how both forms of media can have a significant impact on the construction of gender issues.
- Do you prefer the fairy tale or the Disney film? Explain why.
Students will know...
- key facts about how media develops and normalizes gender roles in younger audiences.
- key literary devices and techniques.
- the vocabulary of dramatic structure.
Students will be able to...
- Identify literary devices and techniques in a text.
- Recognize the influence Disney films have on the development of gender roles.
- Express (in writing) how media influences one's understanding of gender roles.
- Use the vocabulary of dramatic structure in context.
Performance Task(s):
- Recognize differences in plot structure and character development in two medium.
- Express (in writing) his/her opinion on gender roles, differences in plot structure and character development, the influence of media on the construction of gender roles, and the mission of media conglomerates.
Other Evidence:
- Illustrations in the learning journal
- In-class participation
Learning Plan:
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
In the last lesson, our students developed an understanding of gender roles, media's persistent influence on individuals throughout all stages of development, the lack of diversity in media ownership, and the financial motivations of media conglomerates. The purpose of this lesson is to have the students apply the knowledge they obtained in Lesson 1 in two exercises in order to further their knowledge and to rectify any knowledge construction errors that could have occurred in the last lesson. After this lesson, we will know that the students have the prior knowledge necessary in order to create insightful critical media projects. We will make sure that students know where they are going via our evaluation methods (ie. answers to the essential questions and learning journal entry) but also via in-class discussions and the questions asked by students during class.
How will you hook students at the beginning of the unit?
We will hook students at the beginning of the unit by introducing a subject the vast majority of them are familiar with and fond of: Disney movies. We will also obtain our students' attention from the very beginning by introducing the subject with a YouTube video on gender roles in Disney that we are convinced will illicit emotional responses and thus a captivating in-class discussion:
What events will help students experience and explore the big idea and questions in the unit? How
will you equip them with needed skills and knowledge?
We expect students to experience confusion and reluctance when exploring the big ideas and questions in the unit. After all, we expect that the vast majority of them are very fond of Disney films; however, we believe it is exactly this unpleasant emotional reaction to being critical about Disney movies for the first times in their lives that will facilitate the exploration of the big ideas in this unit. They will experience firsthand how Disney did indeed play an important role in the development of their worldviews, thus making it important to analyze. Students will then be equipped for future critical analysis of other media they are fond of. This is essentially why we have asked students in Lesson 1 to watch television each day for an hour each day; we want them to recognize gender roles are also perpetuated in media they enjoy, are influenced by, and may consume uncritically. Lesson 1 and 2 is a slow scaffolding process to equipping students with the skills and knowledge they need to be critical about all forms of media.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
We will cause our students to reflect on their position during the class discussion after viewing the YouTube video and with the two activities. We will also be available to discuss problems and issues with the students during and after the lessons. We will guide our students into rehearsing, revising, and refining their work by providing students with these two activities. As explained above, these activities are a part of a greater scaffolding process. These activities provide our students with the chance to rehearse the knowledge developed in Lesson 1. In addition, these activities facilitate the revision and refining of the project by clearing up any knowledge construction errors developed in Lesson 1 and by ensuring that students have a solid understanding before they create their own media to counteract gender issues.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
We will help our students exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit by asking students to write entries in their learning journals.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
We have tailored the learning plan to optimize the engagement and effectiveness of all students by adding a creative element to the second activity. The creative element allows students who do not particularly enjoy doing written comparisons to express their understanding of the differences in the characters in drawing. We have also tailored the learning plan to optimize the engagement and effectiveness of all students by presenting a YouTube video followed by an in-class discussion. The YouTube video will appeal to visual learners and the in-class discussion will appeal to auditory learners. Finally, we have tailored to diverse learning styles by creating varied short activities. In other words, students will not be spending the entire class time working on one dreadful, long assignment. Varying the activities a few times in a lesson is important to maintain interest of all students; however, it can be essential for the effective learning of some students such as students suffering from ADHD.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
We have organized the learning activities to optimize the engagement and achievement of all students by starting the lesson with an introductory YouTube video and in-class discussion. The video and discussion will allow all students to slowly recall what we last discussed in Lesson 1. Now that we know that the students remember what was last discussed in class, we have scheduled the "heaviest" activity that will allow students to apply their knowledge on gender roles in the media. Finally, as the class energy is winding down, we have assigned another application activity; however, this activity is simpler. This allows the students to leave class on a good note and feel confident about their work.
will you equip them with needed skills and knowledge?
We expect students to experience confusion and reluctance when exploring the big ideas and questions in the unit. After all, we expect that the vast majority of them are very fond of Disney films; however, we believe it is exactly this unpleasant emotional reaction to being critical about Disney movies for the first times in their lives that will facilitate the exploration of the big ideas in this unit. They will experience firsthand how Disney did indeed play an important role in the development of their worldviews, thus making it important to analyze. Students will then be equipped for future critical analysis of other media they are fond of. This is essentially why we have asked students in Lesson 1 to watch television each day for an hour each day; we want them to recognize gender roles are also perpetuated in media they enjoy, are influenced by, and may consume uncritically. Lesson 1 and 2 is a slow scaffolding process to equipping students with the skills and knowledge they need to be critical about all forms of media.
How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?
We will cause our students to reflect on their position during the class discussion after viewing the YouTube video and with the two activities. We will also be available to discuss problems and issues with the students during and after the lessons. We will guide our students into rehearsing, revising, and refining their work by providing students with these two activities. As explained above, these activities are a part of a greater scaffolding process. These activities provide our students with the chance to rehearse the knowledge developed in Lesson 1. In addition, these activities facilitate the revision and refining of the project by clearing up any knowledge construction errors developed in Lesson 1 and by ensuring that students have a solid understanding before they create their own media to counteract gender issues.
How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?
We will help our students exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit by asking students to write entries in their learning journals.
How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?
We have tailored the learning plan to optimize the engagement and effectiveness of all students by adding a creative element to the second activity. The creative element allows students who do not particularly enjoy doing written comparisons to express their understanding of the differences in the characters in drawing. We have also tailored the learning plan to optimize the engagement and effectiveness of all students by presenting a YouTube video followed by an in-class discussion. The YouTube video will appeal to visual learners and the in-class discussion will appeal to auditory learners. Finally, we have tailored to diverse learning styles by creating varied short activities. In other words, students will not be spending the entire class time working on one dreadful, long assignment. Varying the activities a few times in a lesson is important to maintain interest of all students; however, it can be essential for the effective learning of some students such as students suffering from ADHD.
How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?
We have organized the learning activities to optimize the engagement and achievement of all students by starting the lesson with an introductory YouTube video and in-class discussion. The video and discussion will allow all students to slowly recall what we last discussed in Lesson 1. Now that we know that the students remember what was last discussed in class, we have scheduled the "heaviest" activity that will allow students to apply their knowledge on gender roles in the media. Finally, as the class energy is winding down, we have assigned another application activity; however, this activity is simpler. This allows the students to leave class on a good note and feel confident about their work.