1
Media and the Social Construction of Identity
Media and the Social Construction of Identity
Art Foundations 10-12
Cindy Yap
2
Media and the Social Construction of Identity
Table of Contents
Rationale...........................................................................................................................................3
Unit Breakdown................................................................................................................................4
Prescribed Learning Outcomes.........................................................................................................5
Considerations for Special Learners & English Language Learners...................................................6
Unit Overview...............................................................................................................................7-11
Scope and Sequence.........................................................................................................................12
Assessment Rubric...........................................................................................................................13
Lesson Plans
Mainstream Media: Whose Behind it?..................................................................................14-20
Disney: Happiest Place on Earth!...........................................................................................21-29
The "Selfie"............................................................................................................................ 30-40
Dove Sketches Real Beauty....................................................................................................41-46
Tattoos & Identity...................................................................................................................47-52
3
Media and the Social Construction of Identity
Rationale
Media and the Social Construction of Identity was developed out of a desire to push media
literacy onto our youth. The media’s daily presence in our lives suggests that to properly
coexist with it, we should understand the power they hold and the implications it has on its
consumers. We can no longer stand by as a member of the passive audience. Instead, we
need to first inform ourselves about the media’s influence so that we may help the younger
generation.
It is a well-known fact that mainstream media is controlled by a small number of major
conglomerates. Their strangle hold on the type of information that is being disseminated in
the mass media is a cause for concern because much of it is a concoction of personal biases,
truths, and untruths. One of the most predominant messages I see are the ones surrounding
body image and the ideal that men and women need to strive to. Men must strive to
achieve a muscular form with little to no body fat while women must strive to be thin and
curvy in the right places. The pressure to look "perfect" is reinforced through television,
magazines, radio, and the Internet. Meanwhile the accessibility of these mediums to young
children is growing so it is important to begin educating them sooner than later. My entire
unit will be broken down into smaller sub-units. These sub-units will explore the concepts of
body image, identity, and the underlying influence of the media and the power it has in
framing and shaping the way we perceive these issues. This unit has been designed to
challenge the growing minds of Grade 10 to 12 students.
4
Media and the Social Construction of Identity
Unit Breakdown
Media and Social Construction of Identity
The mass media constructs ideas about the way we view ourselves and the way we view others.
1. Media Conglomerates
The consolidation of media ownership is in a small number of corporations. This results
in ideas that are disseminated at a certain slant.
2. Disney
The Disney Corporation is one of the largest corporations in the world. Their products
are marketed worldwide and their influence is strong, particularly on young children.
They have been known to promote sexist and racist ideology with their famous, Disney
cartoons.
3. Selfie
The selfie is a recent phenomenon and most popular amongst young women. The selfie
often is taken at a suggestive angle or perspective that shall inform the viewer about the
person behind the selfie.
4. Dove Sketches Real Beauty
Dove is known for their campaign on promoting natural and "real" beauty. This
particular activity sees the students drawing facial features of their classmates based off
of self descriptions and a fellow classmate's description. This will be done without
names (to be revealed at the end) so as to test the differences in perception of how we
see each other and how others see us.
5. Tattoos
5
Media and the Social Construction of Identity
Tattoos have traditionally been associated with negative stereotypes but today they are
more main stream. Who has them and what does it say about a person? How do we
judge people with tattoos today?
Prescribed Learning Outcomes
Grade 10
o
o
o
o
o
o
o
Demonstrate respect for ethical and legal
considerations associated with reproduction as an image-development strategy
Develop and make images: for specific purpose
Develop and make images: demonstrating a
growth in understanding of a subject or theme demonstrate an awareness of the skills,
training, and education needed to pursue a variety of art careers
Create images based on an understanding of historical and contemporary
images and issues
Create images that reflect an understanding of
responsibility to the context of a specific audience
Critique their own work and that of others with respect to how the properties
and uses of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Use a combination of elements and principles to create a particular mood in
personally meaningful images
Grade 11 & Grade 12
o
o
o
o
o
o
o
o
Analyze how particular elements and principles are used to create meaning
and effect in images within a specific visual expression area
Analyze how context influences the content and form of images
Create images within a specific visual expression area: that reflect historical
and contemporary themes
Critique how particular elements and principles are used to create meaning
and effect in images
Demonstrate competent use of techniques specific to selected materials,
technologies, and processes within a specific visual expression area
Demonstrate self-direction in selecting image sources to create images to
achieve a specific purpose
Demonstrate the appropriate preparation, clean-up, care, and storage of
materials and artworks in all stages of development
Use appropriate visual arts terminology in art criticism
6
Media and the Social Construction of Identity
Considerations for Special Learners & English Language Learners











Attempt to learn their style of communication (hand
gestures, keywords)
Ask questions to the students regularly
Be ready to make accommodations and modifications on the spot
Encourage each student with positive feedback
Explain with hand gestures and facial expressions wherever possible
Learn each student's name and personality
Pay close attention to visual, auditory, and tactile cues
Provide visual aid such as handouts with descriptions
Provide a vocabulary list
Regular interaction and observation (formative assessment)
Shorter, more focused activities
7
Media and the Social Construction of Identity
Lesson
Lesson 1
Mainstream
Media: Who's
Behind it?
Introduction
& Research
Lesson 2
Mainstream
media: Who's
Behind it?
Outcomes
 Students to
begin
research on
one of the
big 6
American
conglomerat
es
Activities
 Introduce
them to the 6
big American
conglomerat
es
 Talk about
alternative
media
sources
Resources
 http://www.businessinsider.co
m/these-6-corporationscontrol-90-of-the-media-inamerica-2012-6
 newspapers, magazines
 Time Warner
 Disney
 General Electric
 News Corporation
 CBS
Vocabulary
 conglomerate
 media social
construction
 pop culture

Students will
continue
research in
their
sketchbooks
in the
library/
computer
lab


http://www.businessinsider.co
m/these-6-corporationscontrol-90-of-the-media-inamerica-2012-6
newspapers, magazines
Time Warner
Disney
General Electric
News Corporation
CBS


Students to
begin their
poster
design with
their
research
Students will
learn how to
write an
artist
statement
with a
handout

Write criteria  http://www.businessinsider.co
of project on
m/these-6-corporationsboard
control-90-of-the-media-inAssist in the
america-2012-6
start of the
 newspapers, magazines
poster design
 Time Warner
process
 Disney
Give out
 General Electric
Artist
 News Corporation
Statement
hand out
 CBS
Discuss how
to write an
artist
statement
Assist in
choosing of
materials
End of conglomerate mini unit


Continued
Research
Lesson 3
Mainstream
media: Who's
Behind it?
Poster Design
& Artist
Statement







Lead
students as a
group to the
library/
computer lab
Assist
students in
the research
process








conglomerate
media social
construction
pop culture
conglomerate
media social
construction
pop culture
8
Media and the Social Construction of Identity
Lesson 4
Disney: The
Happiest
Place on
Earth!
Story Board &
Character
Reconfigured
- Intro and
research
Lesson 5
Disney: The
Happiest
Place on
Earth!
Story Board &
Character
Reconfigured
- Continued
Research
Lesson 6
Disney: The
Happiest
Place on
Earth!





Students to
begin
thinking
about a
Disney
character (or
a favourite
non-Disney
character) to
reconfigure
They will
begin
research in
their
Students to
begin work
on their
character
development
in
sketchbooks
Students to
begin design
on their
storyboard
Students to
work on
storyboard
design







Lesson 7
The Selfie

Selfie
Introduction
and Research

Students
introduced
to the Selfie
Students to
begin
looking for 2
images of
Selfies: male




David Trumble, artist
Haruki Godo, artist
SFU gender studies on Disney
various websites that talk about
Disney
David Trumble, artist
Haruki Godo, artist
SFU gender studies on Disney
various websites that talk about
Disney






Conglomerate
Disney
Media
Gender
Race
Identity
Library
Assist
students in
the design
process




David Trumble, artist
Haruki Godo, artist
SFU gender studies on Disney
various websites that talk about
Disney
David Trumble, artist
Haruki Godo, artist
SFU gender studies on Disney
various websites that talk about
Disney






Conglomerate
Disney
Media
Gender
Race
Identity
Play video on  David Trumble, artist
SFU gender
 Haruki Godo, artist
studies on
 SFU gender studies on Disney
Disney
 various websites that talk about
Assist
Disney
students in
 David Trumble, artist
the design
 Haruki Godo, artist
process
 SFU gender studies on Disney
Assist
 various websites that talk about
students in
Disney
the writing of
their Artist
statement
End of Disney mini unit
Write criteria  Coco Layne - Queer Femme
on board for
artist
the Selfie
 http://feelingcagey.com
analysis
 http://en.wikipedia.org/wiki/Fa
Introduce
cebook
them to the
Selfie
phenomenon






Conglomerate
Disney
Media
Gender
Race
Identity





Selfie
Social media
Stereotype
Portrait
Identity









Story Board &
Character
Reconfigured
- Design Story
board
Introduce the
role of Disney
and its
portrayal of
Disney
Princesses
Mention
issues of race
and gender
by Disney
History of
Disney


9
Media and the Social Construction of Identity
Lesson 8
The Selfie
Selfie
Analysis &
Facebook
Introduction


and female

Students to
solidify their
two Selfie
images in
their
sketchbook
To begin
writing a
personality
analysis on
each of the
Selfies




Lesson 9
The Selfie

Facebook
Follies: Video

Lesson 10
Dove
Sketches Real
Beauty
Classmate
Portraits and
Facial
proportions


Understand
the dangers
of privacy
issues when
using
Facebook or
any other
social media
platform
Jigsaw group
activity 5 per
group

Students to
write
descriptions
of
themselves
on two slips
of paper
Students to
write a facial
description
of a prechosen




Facebook
Project later
Overview of
Facebook
and social
media
Assist
students with
their profile
analyses
Remind them
we will need
these selfies
for next class
Possibly
assist
students in
printing out
the Selfies
Play
Facebook
Psychic video
Play
Facebook
Follies (CBC
Doc Zone)
Engage
students in
discussion
after the
documentary
is over








Coco Layne - Queer Femme
artist
http://feelingcagey.com
http://en.wikipedia.org/wiki/Fa
cebook





Selfie
Social media
Stereotype
Portrait
Identity
Coco Layne - Queer Femme
artist
http://feelingcagey.com
http://en.wikipedia.org/wiki/Fa
cebook
http://www.youtube.com/watc
h?v=F7pYHN9iC9I
http://www.cbc.ca/player/Show
s/Shows/Doc+Zone/201112/ID/2161490436/ Facebook
Follies

Selfie

Social media

Stereotype

Portrait

Identity

Social
construction
Media
Beauty
End of Selfie mini unit
Play Dove
 http://www.youtube.com/watc
video
h?v=litXW91UauE - Dove real
beauty sketches
Prepare 3
slips of paper  http://menloparkart.wordpress.
for each
com/2013/11/13/step-by-stepstudent to
tutorial-for-drawing-awrite:
face/proportions-of-the-face/
1) their own
 http://blogs.ccsd.edu/diamondfacial
ceramics/files/2012/02/Proporti
features (no
ons-of-the-Face-Informationname)
Sheet http://www.youtube.com/watc


10
Media and the Social Construction of Identity

classmate
(secretly)
Students to
practice
drawing of
facial
proportions
2) their own
facial
features
(name)
3) classmates
facial
description
(pre-chosen
by me)

Lesson 11
Dove
Sketches Real
Beauty
Classmate
Portraits


Lesson 12
Tattoos and
Identity

Tattoo
history and
design

Students
begin their
two portraits
of the same
person
based on
two
descriptions
(their own
and a
classmate's)
Students to
record the
two
descriptions
in their
sketchbooks
in case they
lose the
descriptions




Demonstrate
facial
drawing
proportions
and give
handout for
practice
Play video to
recap the
Face drawing
tutorial
Assist
students by
reminding
them of facial
proportions
and
dimensions
Remind them
to be
secretive so
they don't
spoil the
surprise later
Discussion of
beauty








h?v=dbRMCgtcchw - Face
drawing tutorial
http://mediasmarts.ca/bodyimage
Slips of paper (3) per student x
60
http://www.youtube.com/watc
h?v=litXW91UauE - Dove real
beauty sketches
http://menloparkart.wordpress.
com/2013/11/13/step-by-steptutorial-for-drawing-aface/proportions-of-the-face/
http://blogs.ccsd.edu/diamondceramics/files/2012/02/Proporti
ons-of-the-Face-InformationSheethttp://www.youtube.com/watc
h?v=dbRMCgtcchw - Face
drawing tutorial
http://mediasmarts.ca/bodyimage
Spreadsheet of all the names
and descriptions
End of Dove Sketches Real Beauty mini unit
Students will  Introduce
 Kat Von D - La Ink, Miami Ink
be
students to
 http://www.youtube.com/watc
introduced
tattoo
h?v=QK87lKJq6lI - Celebrities
to tattoo
history,
and tattoos (Katie Hopkins vs
history,
stereotypes,
Katie Waissel debate)
stereotypes,
and design
 http://mentalfloss.com/article/
and design
 Post
50761/10-historical-titansStudents to
questions to



Social
construction
Media
Beauty





Tattoo
Stereotype
Mainstream
Identity
Body Art
11
Media and the Social Construction of Identity

Lesson 13
Tattoos and
Identity

Tattoo sleeve
design


start
research on
different
tattoo artists 
and design
Students to
start thinking
about 3

sleeve
designs
students
about tattoos
and society
Talk about
my sleeve
design
process
Introduce the
sleeve design
project

Will
reference my
own tattoo
design
process
Assist
students in
their design
process
Students will
begin design
process in
their
sketchbooks
of 3 sleeves
Students
must discuss
in their
sketchbooks
why they
designed it
that way
One will be
approved by
me to for a
final large
piece






surprising-tattoos
http://magazine.foxnews.com/s
tyle-beauty/10-things-youdidnt-know-about-tattoos
Kat Von D - La Ink, Miami Ink
http://www.youtube.com/watc
h?v=QK87lKJq6lI - Celebrities
and tattoos (Katie Hopkins vs
Katie Waissel)
http://mentalfloss.com/article/
50761/10-historical-titanssurprising-tattoos
http://magazine.foxnews.com/s
tyle-beauty/10-things-youdidnt-know-about-tattoos





Tattoo
Stereotype
Mainstream
Identity
Body Art
12
Media and the Social Construction of Identity
Lessons
Media
Social Construction
Identity
Media
Conglomerates
Media ownership is
consolidated in a small
number of corporations.
This results in a
hegemonic and
monopolized
dissemination of
information.
Due to the centralization of
media ownership, the
information being produced
and disseminated is
undeniably constructed by
those who are in charge.
The social construction of
information includes that
of a person's identity (sex,
gender, age, race,
ethnicity, culture, sexual
orientation).
Disney
Corporation
Largest media
conglomerate in the world
in terms of revenue.
Wields a tremendous
amount of social influence
and power in the world,
especially to young
children. Disney has been
known to propagate sexist
and racist ideology through
their cartoons.
Unbeknownst to many
young children, the
repeated exposure to
discriminatory messages
will influence their views
on identity and the self.
Selfie
Media continues to
promote images and
messages of hypersexualized women and
overly-masculine men.
Selfies are extremely
popular on social media
sites.
A continued push towards
hyper-sexualized women
and overly-masculine men
as the "norm" as opposed
to the average male and
female bodies.
The belief that hypersexualized women and
overly-masculine men as
the "norm" results in
skewed views of the body
and the self.
Dove Sketches
Real Beauty
Has a strong presence in
the media promoting
natural female beauty.
Seeks to promote healthy
and natural beauty.
Opposes the common,
socially constructed, North
American media "norm" of
using thin; tall; beautiful;
and Caucasian women by
incorporating, "real"
women in their campaigns.
By subverting the
commonly held "norms" of
what beauty is, Dove seeks
to re-visit the beauty of
being "natural" and
"yourself". An
embracement of different
sizes, shapes, and skin
colours of women is
shown.
Tattoos
Increased presence in
mainstream media with
the likes of tattoo reality
shows, advertising, and on
well-known celebrities.
Vilified for its historical
connections to criminals
and sailors, tattoos are
finding an acceptance in the
mainstream media with
increasing popularity.
Often seen in a positive
and negative light, the idea
of permanence and
marking often transcends
what is actually being
tattooed. Is often seen as
13
Media and the Social Construction of Identity
a form of self expression.
Class
Block
Student
Category
4
Good Effort
3.5
3
Critical Thinking
Student employed a significant
amount of research and thought
into creating an original piece.
This is demonstrated in their
artist statement and/or journal.
Execution of
Concept
Student's choice and use of
materials contributes and
augments the aesthetics and
concept of the piece.
Participation
2.5
Satisfactory
2
1.5
1
Little to No Effort
0.5
0
Student has done a satisfactory
amount of research into the
creation of their piece. Concept
is not fully developed. The artist
statement or journal is missing
key points such as their concept,
materials, and research.
Student's use and choice of
materials contributes to the work
aesthetically but does not
contribute or augment the
concept of the piece.
Student did not factor in any form
of research into their piece. No
effort is placed into developing an
original concept. There is no
documentation or artist statement
of the research and thought
process.
Student's choice and use of
materials conflicts with the
aesthetics and concept of the
piece.
Student was engaged in class
discussions, critiques, and
maintained regular attendance.
Student was sometimes engaged
in class discussions, critiques, and
maintained attendance but with
some unexcused absences.
Student was not engaged in class
discussions, critiques, and had
poor attendance with multiple
unexcused absences.
Work Habits
Student regularly follows
instructions and pays careful
attention to details of
construction.
Student occasionally follows
instructions and sometimes pays
careful attention to details.
Student regularly disregards
instructions and does not pay
attention to details of
construction.
Self Assessment
Student completes and hands in
all self assessment checklists
provided.
Student completes and hands in
most self assessment checklists
provided and/ or some answers
are incomplete.
Student does not hand in or
complete any of the self
assessment checklists provided.
Grand Total:
Total
Total
Total
/20
14
Media and the Social Construction of Identity
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 2 = 150 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Mainstream Media:
Lesson: 1 out of 3
Whose Behind it?
Final Product:
1. Research on one of the big 6 American conglomerates (Time Warner;
Disney; General Electric, News Corporation; CBS
Learning Goals:
Objectives: SWBAT
 Understand that media is biased and
 Identify some of the companies that
controlled by a small number of people
some of these corporations own Media is socially constructed
especially the one they research
 Why do we believe the news and pop
 Articulate the "dangers" of such media
culture as junk?
ownership concentration
 Identify alternative media outlets
Prior Knowledge:
Vocabulary:

The 6 conglomerates
 Conglomerate

Some of the companies
 Social Construction
owned by them
 Media
 Pop culture
Prescribed Learning Outcomes:
Grade 10
o
Use a combination of elements and principles to create a particular mood in
personally meaningful images
o
Create images based on an understanding of historical and contemporary
images and issues
o
Critique their own work and that of others with respect to how the properties
and uses of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Grade 11 & 12
o
Use appropriate visual arts terminology in art criticism
o
Analyse how particular elements and principles are used to create meaning
and effect in images within a specific visual expression area
o
Analyze how context influences the content and form of images
o
Create images within a specific visual expression area: that reflect historical
and contemporary themes
o
Demonstrate self-direction in selecting image sources to create images to
achieve a specific purpose
o
critique how particular elements and principles are used to create meaning and
effect in images
Preparation:
15
Media and the Social Construction of Identity


Set up projector for Powerpoint
Have extra paper for students without
sketchbooks

Write the research activity guidelines on board

Conglomerate sign-up sheet
Hook:
5-10 min
Powerpoint
1.
List a bunch of companies
that are owned by Disney - ask the class what these companies have in
common
Development:
15 min
Powerpoint
1.
conglomerates and what they own
2.
certain news is omitted
55 min
3.
representation of certain groups
Show the 6 big American
Media Bias - Fox News,
Alternative media - under-
Project
1.
Will need to do research on
one of the big 6 conglomerates (will create a sign-up sheet) - only 5
per corporation
2.
Will do this research in their
sketchbooks
a.
must include a list of some
of the major companies they own
b.
their 2012 revenue
c.
include images if possible
d.
any connections they can
draw - what are their thoughts?
Working - research time
1.
Start thinking about the corporation you want to research
2.
Put ideas in your sketchbook - I want to see notes and
images
Closing
1.
Next class we will be going to
the library/ computer lab
2.
Remind them to watch TV,
look at newspapers, magazines and to see what they can find
3.
Do as much research as
possible- this will help your poster design
Questions for the Class:
Questions for the Teacher:

W
C
hat do think would happen if only one
an we trust anything we see and hear? company owned all the companies?
you can believe what you want to but

W
always take it with a grain of salt. See
hat would you do now that you are
who is giving that information
16
Media and the Social Construction of Identity
aware of this?

I

here can I assess alternative media? Best place is to look online
Access:
o Class
o Class
o Me
o Students
s there one truth? Who do we believe?
Materials/ Equipment:
o Projector
o Paper
o Sign-up sheet
o Sketchbooks
Teacher Resources:
 http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-inamerica-2012-6

http://en.wikipedia.org/wiki/Alternative_media
 http://denisebeaudet.com/project/
Assessment Plan:
 Identify some of the companies that are owned by the corporation they choose
 A brief write up on their thoughts - including the questions I posed
 Examples of connections they found between the companies
 To be completed in their sketchbook
Adaptations:
1. Many visuals will be used and teacher assistant to start the research will be in place.
Extensions:
 Students can familiarize themselves with one of the companies owned by their
conglomerate. What kind of views do they espouse? What is missing from their
dissemination of information? Do a brief presentation to the class in regards to this.
W
17
Media and the Social Construction of Identity
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Mainstream Media:
Lesson: 2 out of 3
Whose Behind it?
Final Product:
2. Research on one of the big 6 American conglomerates (Time Warner;
Disney; General Electric, News Corporation; CBS
Learning Goals:
Objectives: SWBAT
 Understand that media is biased and
 Identify some of the companies that
controlled by a small number of people
some of these corporations own Media is socially constructed
especially the one they research
 Why do we believe the news and pop
 Articulate the "dangers" of such media
culture as junk?
ownership concentration
 Identify alternative media outlets
Prior Knowledge:
Vocabulary:

The 6 conglomerates
 Conglomerate

Some of the companies
 Social Construction
owned by them
 Media
 Pop culture
Prescribed Learning Outcomes:
Grade 10
o
Use a combination of elements and principles to create a particular mood in
personally meaningful images
o
Create images based on an understanding of historical and contemporary
images and issues
o
Critique their own work and that of others with respect to how the properties
and uses of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
18
Media and the Social Construction of Identity
Grade 11 & 12
o Use appropriate visual arts terminology in art criticism
o Analyse how particular elements and principles are used to create meaning and effect in
images within a specific visual expression area
o Analyze how context influences the content and form of images
o Create images within a specific visual expression area: that reflect historical and
contemporary themes
o Demonstrate self-direction in selecting image sources to create images to achieve a
specific purpose
o critique how particular elements and principles are used to create meaning and effect in
images
Preparation:
 Conglomerate sign-up sheet
 Book library/ computer room ahead of time
Hook:
5-10 min
1. I hope you've done a little bit of research and thinking about the
corporation that you are interested in. If you want to change
corporations for some reason, tell me why.
Development:
60 min
Project
1. Bring the students to the library or computer lab
2. Settle down to start research
Closing
1.
Do as much research as
possible- this will help your poster design
2.
Next class will be a working
block
Questions for the Class:
Questions for the Teacher:

W
C
hat do think would happen if only one
an we trust anything we see and hear? company owned all the companies?
you can believe what you want to but

W
always take it with a grain of salt. See
hat would you do now that you are
who is giving that information
aware of this?

W

I
here can I assess alternative media? s there one truth? Who do we believe?
Best place is to look online
Materials/ Equipment:
Access:
o Sketchbooks
o Students
o Paper
o Class
o Sign-up sheet
o Me
o
o
Teacher Resources:
 http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-inamerica-2012-6

http://en.wikipedia.org/wiki/Alternative_media

http://denisebeaudet.com/project/
19
Media and the Social Construction of Identity
Assessment Plan:
 Identify some of the companies that are owned by the corporation they choose
 A brief write up on their thoughts - including the questions I posed
 Examples of connections they found between the companies
 To be completed in their sketchbook
Adaptations:
1. Many visuals will be used and teacher assistant to start the research will be in place.
Extensions:
 Students can familiarize themselves with one of the companies owned by their
conglomerate. What kind of views do they espouse? What is missing from their
dissemination of information? Do a brief presentation to the class in regards to this.
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Mainstream Media:
Lesson: 3 out of 3
Whose Behind it?
Final Product:
3. Media Conglomerates - Designing a poster & artist statement
Learning Goals:
Objectives: SWBAT
 Understand that media is biased and
 Identify some of the companies that
controlled by a small number of people
some of these corporations own Media is socially constructed
especially the one they research
 Why do we believe the news and pop
 Incorporate aspects of the companies
culture as junk?
that are owned by the conglomerate in
 Identify alternative media outlets
the poster
 Write an artist statement about their
work
Prior Knowledge:
Vocabulary:

The 6 conglomerates
 Conglomerate

Some of the companies
 Social Construction
owned by them
 Media
 Pop culture
Prescribed Learning Outcomes:
Grade 10
o
Use a combination of elements and principles to create a particular mood in
personally meaningful images
o
Create images based on an understanding of historical and contemporary
images and issues
20
Media and the Social Construction of Identity
o
Critique their own work and that of others with respect to how the properties
and uses of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Grade 11 & 12
o
Use appropriate visual arts terminology in art criticism
o
Analyse how particular elements and principles are used to create meaning
and effect in images within a specific visual expression area
o
Analyze how context influences the content and form of images
o
Create images within a specific visual expression area: that reflect historical
and contemporary themes
o
Demonstrate self-direction in selecting image sources to create images to
achieve a specific purpose
o
critique how particular elements and principles are used to create meaning and
effect in images
Preparation:

Have extra paper for students without
sketchbooks

Write the poster guidelines on the board

Artist statement handout
Hook:
5-10 min
1.
How many people watched TV
with a critical eye?
2.
Do you find it hard to believe
the things you hear and see?
Development:
10 min
1.
Explain to the students the
need to incorporate their research into their poster
2.
Think about the different
materials you want to use for your poster - encourage the use of mixed
media (collage, drawing, colouring)
3.
Explain how to write an artist
statement (around 250 words)
4.
Give the artist statement
handout to the class
a. How their art piece addresses the concept
55 min
b. The materials used and how
c. Why is it important?
Work Period
Closing
1.
2.
Next class will still be a working period.
Questions for the Class:
Questions for the Teacher:

W
C
hat do think would happen if only one
an we trust anything we see and hear? company owned all the companies?
you can believe what you want to but

W
always take it with a grain of salt. See
hat would you do now that you are
who is giving that information
aware of this?

W
21
Media and the Social Construction of Identity

I
here can I assess alternative media? s there one truth? Who do we believe?
Best place is to look online
Materials/ Equipment:
Access:
o Magazines
o Class, me
o Paper
o Class
o Poster paper
o Class
o Sketchbooks
o Students
o Artist statement handout
o Me
o Art materials - paint, coloured pencils
o Class
Teacher Resources:
 http://www.businessinsider.com/these-6-corporations-control-90-of-the-media-inamerica-2012-6

http://en.wikipedia.org/wiki/Alternative_media
 http://denisebeaudet.com/project/
Assessment Plan:
 Poster is completed with elements of the conglomerate's ownership of companies
 Artist statement - separate piece of paper - around 250 words
Adaptations:
1. Many visuals will be used and teacher assistant to start the research will be in place.
Extensions:
 Students can familiarize themselves with one of the companies owned by their
conglomerate. What kind of views do they espouse? What is missing from their
dissemination of information? Do a brief presentation to the class in regards to this.
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Disney: Happiest Place
Lesson: 1 out of 3
on Earth!
Final Product:
4. Research-Story board - Disney cartoon character re-configured
Learning Goals:
Objectives: SWBAT
 Understand that media is biased and
 Create a storyboard with a reconfigured
controlled by a small number of people
Disney character based on gender
 Media is socially constructed
stereotypes
 Why do we believe the news and pop
 Understand how changing the
culture as junk?
appearance/role of a character can
 Identify alternative media outlets
suddenly change the context,
development, and interpretation of a
narrative
 Alter a well-known Disney character in
22
Media and the Social Construction of Identity
Prior Knowledge:
 The 6 conglomerates
 Disney
ways of their appearance, clothing, race,
language, family, friends, weight etc.
Vocabulary:
 Conglomerate
 Social Construction
 Media
 Gender
 Race
 Identity
Prescribed Learning Outcomes:
Grade 10
o Use a combination of elements and principles to create a particular mood in personally
meaningful images
o Create images based on an understanding of historical and contemporary images and
issues
o Critique their own work and that of others with respect to how the properties and uses
of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Grade 11 & 12
o Use appropriate visual arts terminology in art criticism
o Analyse how particular elements and principles are used to create meaning and effect in
images within a specific visual expression area
o Analyze how context influences the content and form of images
o Create images within a specific visual expression area: that reflect historical and
contemporary themes
o Demonstrate self-direction in selecting image sources to create images to achieve a
specific purpose
o critique how particular elements and principles are used to create meaning and effect in
images
Preparation:

Set up projector for Powerpoint

Prepare poster board
Hook:
5-10 min
1.
Who grew up watching Disney films?
2.
What's your favourite movie?
3.
Do you have a favourite character and why?
Development:
15 min
Powerpoint
1.
Talk about the different characters
55 min
2.
Popularity, kids are impressionable
3.
Inherent gender role stereotyping in the films
4.
Artists working to subvert this: David Trumble & Haruki Godo
5.
Other problems with Disney - theme parks, owns many companies
Project
6.
Choose 1 Disney character and choose a scene from the original
movie to recreate
23
Media and the Social Construction of Identity
7.
The Disney character must be reconfigured by you to be a more
"realistic version" - you can alter their appearance, clothes, race,
language they speak, their weight, their family, their friends, etc.
8.
Rewrite a scene in 8 frames on a poster board
9.
You have the option of writing a completely new story and
alter other character as you see fit
10. All work should be done in your sketchbook
11. Sketchbook guidelines - must see 2-3 images of inspiration and notes
Closing
3.
Will be going to the library/computer lab next class. Will be a
working class next block. Please bring all your images, materials
Questions for the Class:
Questions for the Teacher:
 Is there a favourite character you grew
 Can I do a non-Disney character? - Yes!
up loving? Why?
 Where can I find sources? - Anywhere!
 Why did you choose this particular
Internet, books, magazines, toys
scene/story to recreate or create?
Materials/ Equipment:
Access:
o Projector
o Class
o Paper
o Class
o Sketchbooks
o Students
o
o
o
o
Teacher Resources:
 http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles

http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study

http://www.youtube.com/watch?v=MFn81_HAvWg - costumes

http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company

http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html

http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF

http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England
%20poster.pdf

http://disneyprincess-swag.blogspot.ca/

http://www.wbez.org/blogs/leah-pickett/2013-06/how-growing-disney-shapes-genderroles-107575

http://www.buzzfeed.com/jessicamisener/if-rosa-parks-and-hillary-clinton-were-disneyprincesses - David Trumble artist

http://www.babble.com/babble-voices/night-of-the-living-dads-charlie-capen-andyherald/15-disney-characters-swap-costumes-gender-roles/ariel-2/ - Haruki Godo artist

http://www.vancitybuzz.com/2013/12/west-jet-unveils-magic-plane-with-disneythemed-boeing-737/ - Disney & Westjet!
Assessment Plan:
 Sufficient research is shown in their sketchbooks including 2-3 images and notes
 Poster is completed with elements of the conglomerate's ownership of companies
 Artist statement - separate piece of paper - around 250 words
Adaptations:
24
Media and the Social Construction of Identity

Students may use characters from other cartoons, books - anime, manga
Extensions:
 Students can develop more than one character in their story recreation. Include the
character in their storyline and explain why they chose this scene to recreate and the
particular character. How does this character change the way the story is viewed? Was
this character originally part of this scene or not?
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Disney: Happiest Place
Lesson: 2 out of 3
on Earth!
Final Product:
1. Research-Story board - Disney cartoon character re-configured
Learning Goals:
Objectives: SWBAT
 Understand that media is biased and
 Create a storyboard with a reconfigured
controlled by a small number of people
Disney character based on gender
 Media is socially constructed
stereotypes
 Why do we believe the news and pop
 Understand how changing the
25
Media and the Social Construction of Identity

culture as junk?
Identify alternative media outlets
Prior Knowledge:
 The 6 conglomerates
 Disney
appearance/role of a character can
suddenly change the context,
development, and interpretation of a
narrative
 Alter a well-known Disney character in
ways of their appearance, clothing, race,
language, family, friends, weight etc.
Vocabulary:
 Conglomerate
 Social Construction
 Media
 Gender
 Race
 Identity
Prescribed Learning Outcomes:
Grade 10
o Use a combination of elements and principles to create a particular mood in personally
meaningful images
o Create images based on an understanding of historical and contemporary images and
issues
o Critique their own work and that of others with respect to how the properties and uses
of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Grade 11 & 12
o Use appropriate visual arts terminology in art criticism
o Analyse how particular elements and principles are used to create meaning and effect in
images within a specific visual expression area
o Analyze how context influences the content and form of images
o Create images within a specific visual expression area: that reflect historical and
contemporary themes
o Demonstrate self-direction in selecting image sources to create images to achieve a
specific purpose
o critique how particular elements and principles are used to create meaning and effect in
images
Preparation:

Book times for the computer lab or library
ahead of time
Hook:
5-10 min
1.
Research day today - will go
to the library/ computer lab
Development:
5 min
Settle down
5-10 min
Library/ computer lab & settling down
60 min
Project - research time
1. Choose 1 Disney character and choose a scene from the original movie
to recreate
2. The Disney character must be reconfigured by you to be a more
"realistic version" - you can alter their appearance, clothes, race,
language they speak, their weight, their family, their friends, etc.
26
Media and the Social Construction of Identity
3. Rewrite a scene in 8 frames on a poster board
4. You have the option of writing a completely new story and alter
other character as you see fit
5. Please note your research/pictures/sources in your sketchbook
6. Sketchbook guidelines - must see 2-3 images of inspiration and notes
Closing
1. Be prepared to work in class next day. Also do some research at
home.
Questions for the Class:
Questions for the Teacher:
 Is there a favourite character you grew
 Can I do a non-Disney character? - Yes!
up loving? Why?
 Where can I find sources? - Anywhere!
 Why did you choose this particular
Internet, books, magazines, toys
scene/story to recreate?
Materials/ Equipment:
Access:
o White paper
o Class
o Sketchbooks
o Students
o
o
o
o
o
o
Teacher Resources:
 http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles

http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study

http://www.youtube.com/watch?v=MFn81_HAvWg - costumes

http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company

http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html

http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF

http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England
%20poster.pdf

http://disneyprincess-swag.blogspot.ca/

http://www.wbez.org/blogs/leah-pickett/2013-06/how-growing-disney-shapes-genderroles-107575

http://www.buzzfeed.com/jessicamisener/if-rosa-parks-and-hillary-clinton-were-disneyprincesses - David Trumble artist

http://www.babble.com/babble-voices/night-of-the-living-dads-charlie-capen-andyherald/15-disney-characters-swap-costumes-gender-roles/ariel-2/ - Haruki Godo artist

http://www.vancitybuzz.com/2013/12/west-jet-unveils-magic-plane-with-disneythemed-boeing-737/ - Disney & Westjet!
Assessment Plan:
 Poster is completed with elements of the conglomerate's ownership of companies
 Artist statement - separate piece of paper - around 250 words
Adaptations:
 Students may use characters from other cartoons, books - anime, manga
Extensions:
 Students can develop more than one character in their story recreation. Include the
27
Media and the Social Construction of Identity
character in their storyline and explain why they chose this scene to recreate and the
particular character. How does this character change the way the story is viewed? Was
this character originally part of this scene or not?
Grade: 10-12
Themes: media ownership, social
construction of gender and race
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Disney: Happiest Place
Lesson: 3 out of 3
on Earth!
Final Product:
1. Character Development & story board- Disney cartoon character reconfigured
Learning Goals:
Objectives: SWBAT
28
Media and the Social Construction of Identity




Understand that media is biased and
controlled by a small number of people
Media is socially constructed
Why do we believe the news and pop
culture as junk?
Identify alternative media outlets
Prior Knowledge:

The 6 conglomerates

Disney

Create a storyboard with a reconfigured
Disney character based on gender
stereotypes
 Understand how changing the
appearance/role of a character can
suddenly change the context,
development, and interpretation of a
narrative
 Alter a well-known Disney character in
ways of their appearance, clothing, race,
language, family, friends, weight etc.
Vocabulary:
 Conglomerate
 Social Construction
 Media
 Gender
 Race
 Identity
Prescribed Learning Outcomes:
Grade 10
o
Use a combination of elements and principles to create a particular mood in
personally meaningful images
o
Create images based on an understanding of historical and contemporary
images and issues
o
Critique their own work and that of others with respect to how the properties
and uses of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
Grade 11 & 12
o
Use appropriate visual arts terminology in art criticism
o
Analyse how particular elements and principles are used to create meaning
and effect in images within a specific visual expression area
o
Analyze how context influences the content and form of images
o
Create images within a specific visual expression area: that reflect historical
and contemporary themes
o
Demonstrate self-direction in selecting image sources to create images to
achieve a specific purpose
o
critique how particular elements and principles are used to create meaning and
effect in images
Preparation:

Set up projector for Powerpoint

Prepare poster board or large sheets of paper

Prepare artist statement worksheet photocopy 60 copies

Write the project criteria on the board
Hook:
5-10 min
 Play a video http://www.youtube.com/watch?v=nQG5pupDQaA - SFU
gender study
Development:
29
Media and the Social Construction of Identity
10 min
Powerpoint
1. Remind them of their sketchbook work requirements - at least 2-3
images and some notes
2. Show project criteria and also write it on the board
55 min
3. Artist statement - brief recap
Project- Working period
1. Hand out sheets of large paper or poster board to those who are ready
and after I've looked at their sketchbooks
2. Choose 1 Disney character and choose a scene from the original movie
to recreate
3. The Disney character must be reconfigured by you to be a more
"realistic version" - you can alter their appearance, clothes, race,
language they speak, their weight, their family, their friends, etc.
4. Rewrite a scene in 8 frames on a poster board
5. You have the option of writing a completely new story and alter
other character as you see fit
6. All work should be done in your sketchbook
7. Sketchbook guidelines - must see 2-3 images of inspiration and notes
Closing
1. The next few days will be working periods. Come prepared to work
next class.
Questions for the Class:
Questions for the Teacher:

I
C
s there a favourite character you grew
an I do a non-Disney character? - Yes!
up loving? Why?

W

W
here can I find sources? - Anywhere!
hy did you choose this particular
Internet, books, magazines, toys
scene/story to recreate or create?

C
an I do it in a 3-D format or in digital? Yes only if you can depict a story with it
as well as the reconfigured character
Materials/ Equipment:
Access:
o Projector
o Class
o Paper
o Class
o Poster paper or large sheets of paper
o Class
o Sketchbooks
o Students
o
o
Teacher Resources:
 http://www.youtube.com/watch?v=B8O8p0Ac1Rg - Gender roles

http://www.youtube.com/watch?v=nQG5pupDQaA - SFU gender study

http://www.youtube.com/watch?v=MFn81_HAvWg - costumes

http://en.wikipedia.org/wiki/Criticism_of_The_Walt_Disney_Company

http://www.cracked.com/article_15677_the-9-most-racist-disney-characters.html

http://www.neatorama.com/2009/06/30/the-dark-side-of-disney/#!oEKOF

http://www.familystudies.uconn.edu/undergraduate/honors/posters/Dawn%20England
%20poster.pdf
30
Media and the Social Construction of Identity

http://disneyprincess-swag.blogspot.ca/

http://www.wbez.org/blogs/leah-pickett/2013-06/how-growing-disney-shapes-genderroles-107575

http://www.buzzfeed.com/jessicamisener/if-rosa-parks-and-hillary-clinton-were-disneyprincesses - David Trumble artist

http://www.babble.com/babble-voices/night-of-the-living-dads-charlie-capen-andyherald/15-disney-characters-swap-costumes-gender-roles/ariel-2/ - Haruki Godo artist

http://www.vancitybuzz.com/2013/12/west-jet-unveils-magic-plane-with-disneythemed-boeing-737/ - Disney & Westjet!
Assessment Plan:
 Sufficient research is shown in their sketchbooks including 2-3 images and notes
 Poster is completed with elements of the conglomerate's ownership of companies
 Artist statement - separate piece of paper - around 250 words
Adaptations:
 Students may use characters from other cartoons, books - anime, manga
Extensions:
 Students can develop more than one character in their story recreation. Include the
character in their storyline and explain why they chose this scene to recreate and the
particular character. How does this character change the way the story is viewed? Was
this character originally part of this scene or not?
Grade: 10-12
Themes: media, social media, identity,
stereotypes
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
Unit: Media and the Social Construction
of Identity
31
Media and the Social Construction of Identity
Title of Activity: The "Selfie"
Final Product:
5. Selfie Facebook Profile Part 1
Learning Goals:
 Rise of the “selfie” in popular culture
 Influence of the “selfie” on social media
 Gender stereotypes
 Body image
Prior Knowledge:

The “selfie” portrait

The camera phone

Searching the Internet for
“selfies”

Social media sites: Facebook,
MySpace, Snapchat, Instagram, Twitter
Prescribed Learning Outcomes:
Lesson: 1 out of 3
Objectives: SWBAT
 Distinguish the differences between the
male and female selfie
 Provide explanations as to why selfies
are so popular
 Articulate possible stereotypes in their
chosen images
 Answer the questions I posed
Vocabulary:
 “Selfie”
 Social media
 Portrait
 Stereotype
 Identity
Grade 10
o
Demonstrate respect for ethical and legal considerations associated with reproduction
as an image-development strategy
o
Use a combination of elements and principles to create a particular mood in personally
meaningful images
o
Critique their own work and that of others with respect to how the properties and uses
of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
o
Select materials, technologies, and processes appropriate for a planned work or series
of works
o
Create images that reflect an understanding of responsibility to the context of a specific
audience
Grade 11 & 12
o
Identify particular techniques used in selected processes
o
Use appropriate visual arts terminology in art criticism
o
Demonstrate the appropriate preparation, clean-up, care, and storage of materials and
artworks in all stages of development
o
Analyse how particular elements and principles are used to create meaning and effect in
images within a specific visual expression area
o
Analyse the impact of new technologies on image development within a specific visual
expression area
o
evaluate ethical and legal implications of using existing images in personal imagemaking
Preparation:
 Bring up the powerpoint onto the projector
 Bring out magazines
 Write down the requirements for the Selfie Analysis
o 1 male and 1 female selfie
32
Media and the Social Construction of Identity
o
o
o
o
o

Hook:
5-10 min
They will have to attach them into their sketchbooks (tape) - if glue, they need to
cut it out
Write in their sketchbooks about the 2 selfies they chose
Why did they choose those two images?
Describe the personality traits of each person
 What type of job do they have? Are they a student?
 What kind of family do they have? Do they have a family?
 What type of friends do they have? Do they have friends?
 What do they do in their spare time?
 What are their goals in life?
Why do you think they took this selfie?
Write Due date: for next class bring 2 selfie images
1. Who can tell me what the Oxford English Dictionary “word of 2013”
is? – that word is “Selfie”!
2. Who can tell me what a “selfie” is?
3. Who has taken selfies?
4. Where can we find selfie pictures?
Development:
10-15 min Powerpoint
1. Type of self-portrait and is typically taken with a hand-held camera
or a camera phone
2. Associated with social networking – really increased the popularity
3. Typically taken in a tilted/angled manner
4. Who knows what apps or programs we can use to take and send
selfies?
5. Samsung polls show that selfies make up 30% of the photos taken
by people aged 18-24
6. Very popular amongst young women and girls
7. Theories on the selfie
a. Sociologist, Ben Agger “male gaze gone viral”
8. Patrick Specchio, artist – MoMA “Art in Translation: Selfie. The
20/20 Experience” - 2013
9. Facebook introduction
5-10 min
Project explanation
1. Explain to the students that you would like them to find 2 examples
of selfies of people they do not know. They can find them on the
Internet or in a magazine
a. 1 male and 1 female selfie
2. They will have to do cut them out/ print them out for next class
3. Printing the image - they can come to me with their USB and I will
print them in the library
4. Keep the images - do not lose them - they will be used for the
Facebook project
5. Write in their sketchbooks about the 2 selfies they chose
a. Why did they choose those two images?
b. Describe the personality traits of each person
i. What type of job do they have? Are they a student?
ii. What kind of family do they have? Do they have a family?
33
Media and the Social Construction of Identity
iii.
iv.
v.
vi.
What type of friends do they have? Do they have friends?
What do they do in their spare time?
What are their goals in life?
Why do you think they took this selfie?
Working
1. Begin research on your 2 selfie images - Library or Ipad research
40 min
Closing
1. Remind them to bring 2 selfie images for next class
2. Next period will be a work period - can begin the Facebook project
Questions for the Class:

W
hat have you learned about selfies?

W
hy do you take selfies if at all?

A
re selfies an accurate portrayal of the
person taking it?

W
hy did you take your selfie in the way you
took it? – Consider angle, lighting,
location, appearance, alone or with others
Materials/ Equipment:
o Projector
o Powerpoint
o Magazines
o Printer
o Sketchbooks
o Ipad cart
Teacher Resources:



Questions for the Teacher:

W
hy are we making selfies? – Because this
will teach you to think critically about
people and why they take these pictures

C
an I just use a friend's selfie? - No you
may not. The purpose of this project is
so that you decipher someone you don't
know through their selfie.

C
an there be topless or bikini photos? Only at your discretion.
Access:
o Class
o Me
o Class
o Library
o Students
o Office

http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire
http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist
http://www.bustle.com/articles/8924-artist-coco-layne-experiments-with-her-own-genderexpression-in-warpaint-photo-series
http://vimeo.com/79231919 - Coco Layne transformation

http://www.ipadartroom.com/dont-hate-the-selfie/
 http://www.nytimes.com/2013/12/29/arts/the-meanings-of-the-selfie.html?_r=1&
Assessment Plan:
 Provide 2 pictures of found selfies: male and female
 Provide a detailed written personality analysis of the selfies
o must answer questions I provide
 To be completed in their sketchbooks
Adaptations:
 For students who are unable to print out their own photos, they may save them on a
34
Media and the Social Construction of Identity
USB and I can print them out. Will give them the option of doing either.
Extensions:
 Students wishing to do more than 2 selfie analysis may do so. They must include the
pictures and the analysis in their sketchbook.
Grade: 10-12
Themes: media, social media, identity,
stereotypes
Subject: Art
Time: 75 minutes (1) x 3 = 225 minutes
35
Media and the Social Construction of Identity
Unit: Media and the Social Construction
of Identity
Title of Activity: The "Selfie"
Final Product:
6. Selfie Facebook Profile Part 2
Learning Goals:
 Rise of the “selfie” in popular culture
 Influence of the “selfie” on social media
 Gender stereotypes
 Body image
Prior Knowledge:
 The “selfie” portrait
 Searching the Internet for “selfies”
 Social media sites: Facebook, MySpace,
Snapchat, Instagram, Twitter
 The camera phone
Prescribed Learning Outcomes:
Lesson: 2 out of 3
Objectives: SWBAT
 Will design a poster based on their
judgements of the selfie based on the
guidelines
Vocabulary:
 “Selfie”
 Social media
 Portrait
 Stereotype
 Identity
Grade 10
o Demonstrate respect for ethical and legal considerations associated with reproduction as
an image-development strategy
o Use a combination of elements and principles to create a particular mood in personally
meaningful images
o Critique their own work and that of others with respect to how the properties and uses
of materials, technologies, and processes contribute to conveying meaning and
achieving purpose
o Select materials, technologies, and processes appropriate for a planned work or series of
works
o Create images that reflect an understanding of responsibility to the context of a specific
audience
Grade 11 & 12
o Identify particular techniques used in selected processes
o Use appropriate visual arts terminology in art criticism
o Demonstrate the appropriate preparation, clean-up, care, and storage of materials and
artworks in all stages of development
o Analyse how particular elements and principles are used to create meaning and effect in
images within a specific visual expression area
o Analyse the impact of new technologies on image development within a specific visual
expression area
o evaluate ethical and legal implications of using existing images in personal imagemaking
Preparation:
 Bring up the powerpoint onto the projector
 Bring out posterboard or large sheet of paper
 Set out art materials

Write down the requirements for the Facebook
project
o 1 male and 1 female selfie
36
Media and the Social Construction of Identity
o
o
o
Hook:
5-10 min
Should have their analysis read
Choose one of the selfies and create a Facebook page for that person
Make sure to include the following: sex, age,
school, work, relationship status, location, # of friends, 2 wall posts, hobbies and
interests
Powerpoint
1. Brief overview about Facebook
Development:
Project explanation
1. They should have their analysis completed by now
2. Choose 1 of the 2 selfie images to create a fake "Facebook" profile
for
3. This will be done physically on posterboard or large piece of paper
4. Remind them to include the following:
a. Selfie pic
b. sex, age, school, work, relationship status, location
c. number of friends
d. 2 wall posts, hobbies and interests
Working
55 min
1. Using the analysis as a launching pad, begin to brainstorm the
profile
Closing
1. Remind them to use their sketchbooks to start thinking
2. Explore their own Facebook profile for inspiration
3. Will be showing a video next class: Facebook Follies
Questions for the Class:
Questions for the Teacher:

A 
W
re selfies an accurate portrayal of the
hy are we making selfies? – Because this
person taking it?
will teach you to think critically about

W
people and why they take these pictures
hy did you take your selfie in the way

C
you took it? – Consider angle, lighting,
an I create an actual Facebook profile for
location, appearance, alone or with
this image instead of doing it on paper? others
NO. Identity theft will not be tolerated.
You are NOT allowed to upload pictures
of your project anywhere online either.
This is a strict exploration that is to stay
in the classroom and your portfolio.

Can I create the profile based on a
different site? - No. Only Facebook for
consistency purposes

C
an I just use a friend's selfie? -No you
may not.
15 min
37
Media and the Social Construction of Identity
Materials/ Equipment:
o Projector
o Powerpoint
o Magazines
o Printer
o Poster board
o Facebook layout example
o Sketchbooks
o Art materials
Teacher Resources:




Access:
o Class
o Me
o Class
o Library
o Class
o Me
o Students
o Class
http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire
http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist
http://en.wikipedia.org/wiki/Facebook
http://www.bustle.com/articles/8924-artist-coco-layne-experiments-with-her-own-genderexpression-in-warpaint-photo-series
Assessment Plan:
 Completed Facebook profile for one of their chosen selfies including:
o the selfie picture, sex, age, school, work, relationship status, location, number of
friends, 2 wall posts, hobbies and interests
Adaptations:
 For students who are unable to print out their own photos, they may save them on a
USB and I can print them out. Will give them the option of doing either.
Extensions:
 Students may wish to add extra images onto the selfie Facebook profile
 Students may wish to do a Facebook profile for their other selfie photo
38
Media and the Social Construction of Identity
Grade: 10-12
Themes: media, social media, identity,
stereotypes
Subject: Art
Unit: Media and the Social Construction
of Identity
Time: 75 minutes (1) x 3 = 225
minutes
Title of Activity: The "Selfie"
Lesson: 3 out of 3
Final Product:
7. Selfie Facebook profile - video & group discussion, analysis (written piece)
Learning Goals:
Objectives: SWBAT
 Rise of the “selfie” in popular culture
 Understand the concerns with online
 Influence of the “selfie” on social media
privacy
 Online privacy issues
 Articulate what they learned from the
 Gender stereotypes
video
 Body image
 Articulate what they would change (if
any) to their partner's selfie Facebook
profile and to their own and why
Prior Knowledge:
Vocabulary:

The “selfie” portrait
 “Selfie”

Use of the camera phone
 Social media

Searching the Internet for
 Portrait
“selfies”
 Stereotype

Social media sites: Facebook,
 Identity
MySpace, Snapchat, Instagram, Twitter
Prescribed Learning Outcomes:
Grade 10
o
Demonstrate respect for ethical and legal
considerations associated with reproduction as an image-development strategy
o
Use a combination of elements and principles
to create a particular mood in personally meaningful images
o
Critique their own work and that of others with
respect to how the properties and uses of materials, technologies, and processes
contribute to conveying meaning and achieving purpose
o
Select materials, technologies, and processes
appropriate for a planned work or series of works
o
Create images that reflect an understanding of
responsibility to the context of a specific audience
Grade 11 & 12
o
Identify particular techniques used in selected processes
o
Use appropriate visual arts terminology in art criticism
o
Demonstrate the appropriate preparation, clean-up, care, and storage of
materials and artworks in all stages of development
o
Analyse how particular elements and principles are used to create meaning
and effect in images within a specific visual expression area
o
Analyse the impact of new technologies on image development within a
specific visual expression area
o
Evaluate ethical and legal implications of using existing images in personal
image-making
39
Media and the Social Construction of Identity
Preparation:

Bring up the powerpoint onto the projector

Set a due date on the chalk board for the selfie
Facebook profile

Prepare the groups for discussion after the
video - number off (1-5)
Hook:
5-10 min
1.
Show video of Youtube
psychic video http://www.youtube.com/watch?v=F7pYHN9iC9I
2.
Talk about Facebook
a.
Who has Facebook profile?
b.
Who doesn't have
Facebook? Why?
c.
What do you normally post
on Facebook?
Development:
15 min
Powerpoint - Video day
http://www.cbc.ca/player/Shows/Shows/Doc+Zone/201112/ID/2161490436/ - Facebook Follies
1. Thoughts on the video: questions for the students
15 min
Activity explanation
1. Group discussion - numbered off 1-5
a. What should people use Facebook for?
b. What should people NOT be posting on Facebook?
c. Is there another way of sharing your information
without Facebook or an online profile?
d. Should people be fired/ punished for the pictures that
appear on Facebook? How about the things they say?
e. How can we encourage more people to be vigilant
about what they share on Facebook?
f. Can you ever "delete" anything once it's been posted?
2. After seeing the video, you will exchange your piece with a
partner's piece. Each of you will write a short 1-2 paragraph
analysis on what you have learned throughout this project and the
things you would change to your partner's selfie Facebook profile as
well as your own.
35 min
Working
1. Begin to jot down notes
Closing
1. Remind them of the assignment details and to think about these
questions I posed for them.
Questions for the Class:
Questions for the Teacher:

W 
hat have you learned about selfies?
don't have Facebook so I can't analyze

W
it- You can analyze it simply from a
I
40
Media and the Social Construction of Identity
hy do you take selfies if at all?


knowledge standpoint and from what
you've viewed in the video
A
re selfies an accurate portrayal of the
person taking it?
W
hy did you take your selfie in the way you
took it? – Consider angle, lighting,
location, appearance, alone or with others
Materials/ Equipment:
o Projector
o Powerpoint
o Magazines
o Paper for writing
o Sketchbooks
Teacher Resources:

C
an I type it or handwrite it? - Both are
fine.
Access:
o ?
o Me
o Class
o Class
o Students


http://feelingcagey.com – real time feed of #selfies with Nicholas Cage face –satire
http://www.lolitabandita.co/2013/10/warpaint.html Coco Layne –Lesbian artist

http://www.cbc.ca/player/Shows/Shows/Doc+Zone/2011-12/ID/2161490436/ Facebook Follies
http://www.youtube.com/watch?v=F7pYHN9iC9I - Psychic using Facebook

Assessment Plan:
 Provide a concise analysis on the following: what they learned, what changes would they
make (if any) to their partner's selfie Facebook page, what changes would they make to
their own Facebook page (if any) and why.
Adaptations:
 For students who are unable to write or document their analysis may have a one on one
conversation with me about what they learned.
 For students who are unable to view the video, I will speak to them about what the
video documentary is about
Extensions:
41
Media and the Social Construction of Identity
42
Media and the Social Construction of Identity
Grade: 10-12
Themes: media ownership, social
construction of beauty
Subject: Art
Unit: Media and the Social Construction
of Identity
Title of Activity: Dove Sketches Real
Beauty
Final Product:
1. Classmate portraits
Learning Goals:
 Understand that media is biased and
controlled by a small number of people
 Many people tend to be overly critical
about their own appearances
 People often see us differently than how
we see ourselves
 Creation of social "norms" about beauty
Prior Knowledge:

The 6 conglomerates

Disney

Media and its construction of
identity
Prescribed Learning Outcomes:
Grade 10

Time: 75 minutes (1) x 2 days=
minutes 150
Lesson: 1 out of 2
Objectives: SWBAT
 Understand the variability in responses
to describing "beauty" on themselves
and someone else
 Idea of what is beautiful is a socially
constructed norm
 Interpret the description of facial
features and translate them on paper
into a drawing
 Discuss how people view themselves
versus how others see them
Vocabulary:
 Social Construction
 Media
 Gender
 Race
 Identity
 Beauty
Develop and make images: for specific purpose

Develop and make images: demonstrating a
growth in understanding of a subject or theme demonstrate an awareness of the skills,
training, and education needed to pursue a variety of art careers

Use the vocabulary of the visual elements and
principles of art and design in discussion and art criticism

Critique their own work and that of others with
respect to how the properties and uses of materials, technologies, and processes
contribute to conveying meaning and achieving purpose

Identify tools and equipment used to create
images
Grade 11 & 12

Use appropriate visual arts terminology

Demonstrate competent use of techniques specific to selected materials,
43
Media and the Social Construction of Identity
technologies, and processes within a specific visual expression area

Create images within a specific visual expression area that demonstrate
effective use of particular elements and principles

Identify personal bias in image development

Create images within a specific visual expression area for specific purposes

Compare the expressive and physical qualities of a selected visual element as
used in a variety of images within a specific visual expression area
Preparation:

Set up projector for Powerpoint

Prepare the 3 slips of paper

Prepare table or spreadsheet of all the
students' names - for putting in their descriptions (both their own and classmate's
description)

Proportions of Human face handout ready
Hook:
5-10 min
4.
Who uses Dove products?
What have they been known for the last few years?
Development:
15 min
Powerpoint
1.
Show the Dove sketch real
beauty video http://www.youtube.com/watch?v=litXW91UauE
2.
Dove campaign is really
pushing hard to promote real beauty
20-30 min
3.
Body image - media
construction
4.
Facial proportions
demonstration
Project
1.
with the class!
We will try this Dove activity
2.
Hand out 3 slips of paper
3.
Write your name on one slip
of paper
10 min
4.
Write a description of your
facial features and hair on the other side of the paper (gender, hair,
eyes, nose shape, face shape, glasses etc)
5.
Now on another slip of paper
- copy these exact descriptions onto here - DO NOT WRITE YOUR NAME
ON THIS SLIP
44
Media and the Social Construction of Identity
6.
Drop these slips of paper into
a bucket (I will walk around)
7.
Now I will hand out slips of
paper with a classmates name on it - DO NOT SHOW ANYONE. You will
need to write a description of this person's features on the other side of
the slip. - DO NOT PUT YOUR NAME ON IT EITHER
8.
Now I will bring another
bucket around and have the students drop in their students'
descriptions
Demonstration- Facial proportions
1.
Gather around me for a
demonstration - explain the proportions on facial drawing
2.
Give handout of facial
proportions
Working
1.
Work on facial proportions
handout sheet
2.
Put this into your sketchbook
- glue/ tape/staple it
3.
(Teacher will be filling in
names on the spreadsheet with the descriptions written about them)
Closing
4.
Collect all the pencils, glue,
tape
5.
Anyone who has not handed
in their slips of paper please hand them in
6.
Next class we will begin the
portrait project
Questions for the Class:
Questions for the Teacher:

W 
W
hose standards of beauty are we using as
hat if I can't draw the features just as is
the measuring stick?
described? - Don't worry, do your best!

H
ow exercise change your or make you
think about beauty?

W
hat do you think of the Dove campaign?

A
re all faces constructed the same?
Proportions-wise?
Materials/ Equipment:
Access:
o Projector
o Class
o Slips of paper (3) x 60
o Me
o Spreadsheet/ Table with student names
o Me
o Facial proportions handout sheet x 60
o Me
o Pencils x 30
o Class?
45
Media and the Social Construction of Identity
o Stapler with stapes
o Class
o Tape
o Class
o Ziplock bags
o Me
Teacher Resources:
 http://www.youtube.com/watch?v=litXW91UauE - Dove sketch real beauty

http://mediasmarts.ca/body-image

http://www.dailymail.co.uk/femail/article-2522642/Models-dont-look-better-restPhotographers-self-portrait-series-proves-just-deceptive-beauty-campaigns-be.html

http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-aface/proportions-of-the-face/

http://snigom.deviantart.com/art/Face-Patterns-Tutorial-44290362

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/VisualArts/12HandoutJ_Facial_Proport
ions_Gr8.pdf

http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-FaceInformation-Sheet-13a09ud.jpg
 http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorial
Assessment Plan:
 Compose 2 portraits - one with a description that was written by the person being drawn
and one with a description written by another classmate of that person
 These are to be drawn side by side
 Engage in class discussion / group critique using appropriate vocabulary
Adaptations:
 If a student isn't present for one of the classes, he or she will need to fill to watch the
Dove video and draw two portaits of themselves. One with their own self description
and one with a friend's/ family member's description of them. Write an analysis and
compare and contrast the two. How are they different or similar? What does this say
about perception of beauty from person to person?
Extensions:
 Students may choose to explore this concept further by drawing family members or
friends without telling them and having them guess who they drew.
Grade: 10-12
Themes: media ownership, social
construction of beauty
Subject: Art
Unit: Media and the Social Construction
of Identity
Title of Activity: Dove Sketches Real
Beauty
Final Product:
2. Classmate portraits continued
Learning Goals:
 Understand that media is biased and
Time: 75 minutes (1) x 2 days = 150
minutes
Lesson: 2 out of 2
Objectives: SWBAT
 Understand the variability in responses
46
Media and the Social Construction of Identity



controlled by a small number of people
Many people tend to be overly critical
about their own appearances
People often see us differently than how
we see ourselves
Creation of social "norms" about beauty
Prior Knowledge:

The 6 conglomerates

Disney

Media and its construction of
identity
Prescribed Learning Outcomes:
Grade 10

to describing "beauty" on themselves
and someone else
 Idea of what is beautiful is a socially
constructed norm
 Interpret the description of facial
features and translate them on paper
into a drawing
 Discuss how people view themselves
versus how others see them
Vocabulary:
 Social Construction
 Media
 Gender
 Race
 Identity
 Beauty
Develop and make images: for specific purpose

Develop and make images: demonstrating a
growth in understanding of a subject or theme demonstrate an awareness of the skills,
training, and education needed to pursue a variety of art careers

Use the vocabulary of the visual elements and
principles of art and design in discussion and art criticism

Critique their own work and that of others with
respect to how the properties and uses of materials, technologies, and processes
contribute to conveying meaning and achieving purpose

Identify tools and equipment used to create
images
Grade 11 & 12

Use appropriate visual arts terminology

Demonstrate competent use of techniques specific to selected materials,
technologies, and processes within a specific visual expression area

Create images within a specific visual expression area that demonstrate
effective use of particular elements and principles

Identify personal bias in image development

Create images within a specific visual expression area for specific purposes

Compare the expressive and physical qualities of a selected visual element as
used in a variety of images within a specific visual expression area
Preparation:
47
Media and the Social Construction of Identity


Set up projector for Powerpoint
Have the spreadsheet of names & descriptions
ready



Paper ready for handout
Pencils sharpened
Have two descriptions ready to hand out (1 the
student wrote about himself/herself and 1 someone else wrote about him/her) - these
are to be handed out to each student
Hook:
5 min
1.
What did you think of facial
drawing proportions last class? Was is challenging? Fun? More
scientific than you would like it to be?
Development:
10 min
Powerpoint
1.
Face drawing tutorial - recap
from last class http://www.youtube.com/watch?v=dbRMCgtcchw
60 min
Project
1.
Pull your sketchbooks for
reference the facial proportions guidelines
2.
Copy down the information of
the 2 descriptions I will give you (will be 2 descriptions for one
student) in your sketchbook so you won't lose it!
3.
Hand out the 2 descriptions
(of each student) to everyone in the class. They should have the
following:
- 1 slip describing facial characteristics written by Student A
- 1 slip describing facial characteristics written by Student B about
Student A
4.
Write down these descriptions in your sketchbook so you won't
lose them!
5.
Handout paper and pencils to students
6.
Divide paper in half and draw 2 portraits - using both
descriptions
7.
You cannot tell anyone WHO you are drawing.
8.
At the end of the project, I will reveal who you drew.
9.
Class discussion on what they thought about the project and
perception of beauty in the media.
Closing
1.
Hand back your pencils
2.
Store your art work in the
cabinet
3.
Next class will be a working
class
Questions for the Class:
Questions for the Teacher:

W 
W
hose standards of beauty are we using as
hat if I can't draw the features just as is
the measuring stick?
described? - Don't worry, do your best!

H
ow exercise change your or make you
think about beauty?
48
Media and the Social Construction of Identity

W
hat do you think of the Dove campaign?

A
re all faces constructed the same?
Proportions-wise?
Materials/ Equipment:
Access:
o Projector
o Class
o Slips of paper (3) x 60
o Me
o Spreadsheet/ Table with student names
o Me
o Facial proportions handout sheet
o Me
o Pencils x 30
o Class?
Teacher Resources:
 http://www.youtube.com/watch?v=litXW91UauE - Dove sketch real beauty

http://mediasmarts.ca/body-image

http://www.dailymail.co.uk/femail/article-2522642/Models-dont-look-better-restPhotographers-self-portrait-series-proves-just-deceptive-beauty-campaigns-be.html

http://menloparkart.wordpress.com/2013/11/13/step-by-step-tutorial-for-drawing-aface/proportions-of-the-face/

http://snigom.deviantart.com/art/Face-Patterns-Tutorial-44290362

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/VisualArts/12HandoutJ_Facial_Proport
ions_Gr8.pdf

http://blogs.ccsd.edu/diamond-ceramics/files/2012/02/Proportions-of-the-FaceInformation-Sheet-13a09ud.jpg
 http://www.youtube.com/watch?v=dbRMCgtcchw - Face drawing tutorial
Assessment Plan:
 Compose 2 portraits - one with a description that was written by the person being drawn
and one with a description written by another classmate of that person
 These are to be drawn side by side
 Engage in class discussion / group critique using appropriate vocabulary
Adaptations:
 If a student isn't present for one of the classes, he or she will need to fill to watch the
Dove video and draw two portraits of themselves. One with their own self description
and one with a friend's/ family member's description of them. Write an analysis and
compare and contrast the two. How are they different or similar? What does this say
about perception of beauty from person to person?
Extensions:
 Students may choose to explore this concept further by drawing family members or
friends without telling them and having them guess who they drew.
49
Media and the Social Construction of Identity
Grade: 10-12
Themes: tattoos, identity, stereotypes
Subject: Art
Time: 75 minutes (1) x 2 = 150
minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Tattoos & Identity
Lesson: 1 out of 2
Final Product:
8. Tattoo design- Exploration of ideas and designs
Learning Goals:
Objectives: SWBAT
 Who has Tattoos?
 Design their own tattoo sleeve (s)
 Stereotypes and tattoos
 Explain the elements on their sleeve
 Tattoos as representative of identity
and why they chose them
 Explain why they represent him/her
 Incorporate a variety of different
elements- colours, images
 Find examples of inspiration (Internet,
books, magazines, newspapers)
 Articulate the common stereotypes of
tattooed people
Prior Knowledge:
Vocabulary:
 Tattoos
 Tattoo
 Stereotype
 Mainstream
 Identity
Prescribed Learning Outcomes:
Grade 10
o Develop and make images demonstrating an understanding of a variety of styles
o Develop and make images that deliberately engage varied combinations of the senses
at once
o Using a combination of image-development techniques and strategies
o Demonstrate an awareness of the qualities of particular elements and principles of art
and design
Grade 11 & 12
o Analyse how particular elements and principles are used to create meaning and effect
in images within a specific visual expression area
o Create images within a specific visual expression area: using a variety of image
sources to achieve a specific purpose
o Create images within a specific visual expression area: that reflects personal contexts
o Justify selection of elements and principles within a specific visual expression area
Preparation:
 Set up projector for Powerpoint
50
Media and the Social Construction of Identity
 Write the project on the board - Design 3 versions of your sleeve in sketchbook
 Set out art materials
 Prepare discussion group questions (number 1-5)
Hook:
15 min
Powerpoint
1. Show a clip http://www.youtube.com/watch?v=QK87lKJq6lI - show
2. Talk about the project they will be doing
Development:
15 min
Powerpoint
1. Continue showing the powerpoint: history, who has them
2. Where to look for inspiration
3. Pose questions of stereotypes and identity to the class (Group
discussion)
15 min
a. Why are tattoos so taboo in society?
b. Are tattoos about self-expression?
c. Why do people get tattoos nowadays?
d. Which Katie do you agree with and why?
e. Will there be a time when tattoos are widely
accepted? Is it main stream now?
4. It's about tolerance and accepting diversity of appearances
30 min
Project
1. Will work in your sketchbooks
2. You need to design 3 sleeve tattoos
3. They must include a small write up about each of the sleeves (1-2
paragraphs or bullet points)
4. Must look for sources of inspiration (Internet, books, magazines,
newspapers)
5. I will need to approve the sleeve you choose to do your final sleeve
project on
6. I can also talk about my tattoo and my design process
Closing
1. Remind the class to start looking online for inspiration. I'd like to
see some images by next class.
Questions for the Class:
Questions for the Teacher:
 What are your impressions of tattooed
 What if my parents disapprove of this
people now?
project? Do I still have to do it? - Yes
 Will tattoos affect your employability?
you do because it's an exploration of
identity and visual representation of
who you are. If it were inked
permanently, what aspects would you
include and what would you exclude? I
am in no way encouraging tattooing
yourself. 1. Too young 2. Requires a lot
of research and time 3. Very expensive
4. Make the decision when you are
mature
 Can I design a tattoo for another body
51
Media and the Social Construction of Identity
part instead? - Yes, but it should be a
big piece. I am not looking for a tiny
symbol. You would need to come up
with the template yourself
Materials/ Equipment:
Access:
o Projector
o Class
o Sketchbook
o students
o Art materials
o Class
o Arm template
o Me
o Magazines
o Class
Teacher Resources:
 http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos (Katie
Hopkins vs Katie Waissel)

http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos
 http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos
Assessment Plan:
 Students have incorporated a variety of different elements into their three designs
including use of colour and a variety of imagery
 Explanation of the elements on their sleeve and why they chose them
 Have sources of inspiration in their sketchbook
Adaptations:
 Students may wish to design a tattoo piece for another part of their body. They will
need to design the body template though.
Extensions:
 Students can challenge themselves by designing another part of their body or even a
full body suit. They may add other accessories or apparel in their drawing!
52
Media and the Social Construction of Identity
Grade: 10-12
Themes: tattoos, identity, stereotypes
Subject: Art
Time: 75 minutes (1) x 2 = 150
minutes
Unit: Media and the Social Construction
of Identity
Title of Activity: Tattoos & Identity
Lesson: 2 out of 2
Final Product:
9. Tattoo design- Designing the sleeve
Learning Goals:
Objectives: SWBAT
 Who has Tattoos?
 Design their own tattoo sleeve
 Stereotypes and tattoos
 Include elements of colour and visuals
 Tattoos as representative of identity
that work together
 Find examples of inspiration (Internet,
books, magazines, newspapers)
Prior Knowledge:
Vocabulary:
 Tattoos
 Tattoo
 Stereotype
 Mainstream
 Identity
Prescribed Learning Outcomes:
Grade 10
o Develop and make images demonstrating an understanding of a variety of styles
o Develop and make images that deliberately engage varied combinations of the senses
at once
o Using a combination of image-development techniques and strategies
o Demonstrate an awareness of the qualities of particular elements and principles of art
and design
Grade 11 & 12
o Analyse how particular elements and principles are used to create meaning and effect
in images within a specific visual expression area
o Create images within a specific visual expression area: using a variety of image
sources to achieve a specific purpose
o Create images within a specific visual expression area: that reflects personal contexts
Justify selection of elements and principles within a specific visual expression area
Preparation:
 Set up projector for Powerpoint
 Write the project on the board - the final project
 Have the template prepared for the class
Hook:
5 min
Powerpoint
1. Talk about my tattoo and how I designed it
Development:
53
Media and the Social Construction of Identity
20 min
50 min
Powerpoint
1. Show images of my thought process and the steps
2. Encourage them to really explore ideas of representation, images
and meanings, colour, the narrative of the pictures together
Project
1. Each student will talk to me one on one to discuss which sleeve
they want to use for their final project - any changes they want to
incorporate and why
2. Will hand out the sleeve template
3. Students to begin work on their final sleeve project
4. Think about the materials, colours, shading you want to use and
how they work with your idea
Closing
1. Ask the class to return all their borrowed materials
2. Remind the class to work on their ideas and drawings at home
3. Critique or class discussion will be done after the projects are
handed in
Questions for the Class:
 What are your impressions of tattooed
people now?
 Will tattoos affect your employability?
Materials/ Equipment:
o Projector
o Sketchbook
o Art materials
o Arm template
o Magazines
Teacher Resources:
Questions for the Teacher:
 What if my parents disapprove of this
project? Do I still have to do it? - Yes
you do because it's an exploration of
identity and visual representation of
who you are. If it were inked
permanently, what aspects would you
include and what would you exclude? I
am in no way encouraging tattooing
yourself. 1. Too young 2. Requires a lot
of research and time 3. Very expensive
4. Make the decision when you are
mature
 Can I design a tattoo for another body
part instead? - Yes, but it should be a
big piece. I am not looking for a tiny
symbol. You would need to come up
with the template yourself
Access:
o Class
o Students
o Class
o Me
o Class
54
Media and the Social Construction of Identity

http://www.youtube.com/watch?v=QK87lKJq6lI - Celebrities and tattoos

http://mentalfloss.com/article/50761/10-historical-titans-surprising-tattoos

http://magazine.foxnews.com/style-beauty/10-things-you-didnt-know-about-tattoos
 http://www.pinterest.com/clarami/art-design-illustration-tattoo/
Assessment Plan:
 Design a sleeve that incorporates elements of colour and visuals
 Explanation of the elements on their sleeve and why they chose them should be in
their sketchbook
Adaptations:
 Students may wish to design a tattoo piece for another part of their body. They will
need to design the body template though.
Extensions:
 Students can challenge themselves by designing another part of their body or even a
full body suit. They may add other accessories or apparel in their drawing!
http://www.pinterest.com/clarami/art-design-illustration-tattoo/