VISUAL ART

Activity 1 (individual)

To recognise prejudice and stereotyping in the mass media

STEP 1

Study the illustration on the next page.

STEP 2

Complete the drawing/illustration so that the whole frame is filled. Any medium or colour can be used. When you have completed this, you must provide a caption to give the completed drawing meaning.

STEP 3

The educator will now show you the original illustration as well as the caption.

STEP 4

Compare this to your interpretation and answer the following questions:

Figure 1

Activity 2 (individual)

To investigate the relationship between advertising and aspects of gender

Paste an advertisement in your journal. The advertisement must be aimed at either men/boys or women/girls and must contain at least one photo. Then answer the following questions:

Activity 3 (groupwork)

To identify examples of stereotyping

Introduction: If you do not accept yourself, it could lead to serious problems. If you wish to have muscles like Arnold or be slim like Naomi, you could be in serious trouble if your body does not correspond to these images. Stereotyping is, however, much more subtle than muscles and body mass. Male and female images that are created by the media often create their own psychological mystery. As we grow up our culture influences us through these images - often without our realising it. We are going to take a closer look at what it takes to be a man or a lady according to our community.

First, answer the following questions:

At the front of the class the educator will put up two sheets of paper with the heading on one: TO BEHAVE LIKE A MAN and on the other: TO BEHAVE LIKE A LADY.

What does behaving like a man imply? Which words or expectations are immediately brought to mind? The educator must write your suggestions on the sheet of paper. These suggestions will then serve as stereotypes of the behaviour of a man. The code of conduct that must be adhered to by a boy when growing to adulthood and the community’s attitude in this regard, will be represented.

This process can now be repeated by looking at the requirements for a woman.

Where do we learn about the roles of the male and the female? Who teaches us these stereotypes? What roles do the entertainment world, sport and the media play? Give examples of television shows and films.

What names are boys and girls given who do not meet the requirements of the above-mentioned norms?

Questions to answer:

REMEMBER: It is not wrong for boys to like sport or for girls to like cooking - the problem is that we are subtly influenced into accepting these roles so that we will fit into society. (Think about career choices for girls and boys.) It is very important that each person decides for himself/herself what to do and how to behave!

Activity 4 (Individual/groupwork)

To point out examples of discrimination in the media

Introduction: List examples of the media.

The media is a “business” that sells information and it reaches millions of people. Advertising plays a major role in the media. The first advertisement was placed in a newspaper in the 18th century when a slave owner requested the return of his “lost property”. Since then, advertising has become a huge industry that must convince consumers (like us) to buy products. Statistics show that we have been exposed to approximately 350 000 advertisements by the time we reach grade 12. In many of the advertisments, unnaturally beautiful or "desirable" models are used to market and sell the product.

Divide into groups and compare the advert that you analysed in Activity 1 with the information on the stereotyping of sexual roles written on the sheets of paper.

Study each other’s comparisons and then answer the following questions:

Select one person in each group to report to the class.

Each group must now create a collage of photos to market a new men’s or women's product.

Activity 1 (individual)

MASS MEDIA

In this module we look specifically at practical skills in recognising prejudice and stereotyping, and we critically examine the use of visual material in the media. At the same time, the learners should be sensitised to divergent opinions or points of view.

Step 1

Have the learners look at the illustration (Illustration A) in their module. Explain to them that these are only parts of a whole.

Step 2

Every learner now has to complete the picture individually, so that the whole frame is filled. Any medium, even simply colour, can be used. After the picture has been completed, a caption must be added to give meaning to the final picture.

Step 3

The full picture, with the original caption, appears only in the Educators' Guide (see Illustration B). Make a transparency or an enlarged photocopy of the picture and show this to the class.

Step 4

Every learner can now see how close his / her interpretation was to the actual meaning.

Figure 2

Activity 2 (Individual)

Necessaries: Old magazines / learners’ Journals

Activity 3 (group work)

Necessaries: Two large sheets of newsprint / Koki-pens

Answer the following questions:

First ask the learners what it means to behave like a man. Which words or expectations are conjured up? First ask the boys to respond, and then the girls can comment. Try to write down the actual words of the learners. If their answers are too long, ask them to summarise them. If the reaction is too slow, the topics can be discussed in groups. Give them clues, such as what it means to behave like a man in sports, business or a relationship. These will serve as the male stereotype. The centre part of the page will list attitudes and codes of behaviour, as prescribed or expected by society. Men and boys are not born thus - these roles are inculcated in them. Draw a frame around the words in the centre.

Activity 4 (individual / group work)

Requirements: Old magazines, newsprint, glue

When the assignment has been done, divide the class into groups of six or eight and let them compare their various advertisements and stereotyping comparisons and have them answer the questions.

In conclusion, each group can make a collage of images that are used to market a new male or female product.