Name: _____________
Female Body Image
Images of female bodies are everywhere, with women and girls – and their
body parts – selling everything from food to cars. Popular film and television
actresses are becoming younger, taller and thinner. Women’s magazines are full of
articles urging that if you can just lose those last twenty pounds, you will have it all:
the perfect marriage, loving children, great sex, and a rewarding career.
Why are these impossible standards of beauty being imposed on girls, the
majority of whom look nothing like the models that are being presented to them? The
causes, some analysts say, are economic: by presenting a physical ideal that is
difficult to achieve and maintain the cosmetic and diet industries are assured continual
growth and profits. (It’s estimated that the diet industry alone brings in $60 billion
(U.S.) a year selling temporary weight loss, with 80 per cent of dieters regaining their
lost weight.) Marketers know that girls and women who are insecure about their
bodies are more likely to buy beauty products, new clothes, and diet aids, and a whole
media industry has developed around fuelling body dissatisfaction.
These messages are so powerful and widespread in our culture that they affect
girls long before they are exposed to fashion or beauty ads or magazines: three-yearolds already prefer game pieces that depict thin people over those representing heavier
ones, while by age seven girls are able to identify something they would like to
change about their appearance. These attitudes only get more powerful as girls get
older. In one survey nearly half of nine- to twelve-year-old girls said they wanted to
be thinner and had either been on a diet or were aware of the concept of dieting.
The effects of exposure to these images go beyond influencing girls to buy diet
and beauty products. Research links exposure to images of thin, young, air-brushed
female bodies to depression, loss of self-esteem and unhealthy eating habits in girls
and young women: in one study half of girls ages 16-21 said they would undergo
surgery to improve their bodies. Poor body image may have even more serious
consequences as well: a 2009 study found that girls who were unhappy with their
bodies – whether they were genuinely overweight or not – were significantly more at
risk for attempting suicide.
Media activist Jean Kilbourne concludes that, "Women are sold to the diet
industry by the magazines we read and the television programs we watch, almost all
of which make us feel anxious about our weight.” The barrage of messages about
thinness, dieting and beauty tells "ordinary" girls that they are always in need of
adjustment—and that the female body is an object to be perfected.
Kilbourne argues that the overwhelming presence of media images of painfully
thin women means that real girls' bodies have become invisible in the mass media.
The real tragedy, Kilbourne concludes, is that many girls internalize these stereotypes,
and judge themselves by the beauty industry's standards. This focus on beauty and
desirability "effectively destroys any awareness and action that might help to change
that climate."
Given the serious potential consequences, it is essential that girls and young
women develop a critical understanding of the constructed nature of media
representations of women's bodies and the reasons why these images are perpetuated.
More importantly, they need to be empowered to challenge these representations and
advocate for more realistic representations. Because girls' exposure to these messages
starts so young, it is also vital that this education starts at an early age.
1. Why do companies and marketers push images of models who don’t look like
the majority of people?
a) To make fun of other people
b) To limit the people who can use their product
c) To make more money
d) To make people want to lose weight
2. Who is more likely to buy beauty products?
a) Girls and women who are insecure about their bodies
b) Girls and women who are secure about their bodies
c) Both buy the same amount
3. How young do girls already start being affected by messages of thin being
better than heavier?
a) 9 years old
c) 3 years old
b) 12 years old
d) 7 years old
4. What is a serious problem with girls who have a low body image of
themselves?
a) They buy too many diet and beauty products
b) They have lower self-esteem and depression
c) They are more at risk for suicide
d) They have unhealthy eating habits
5. What is Kilbourne’s main argument?
a) That women in media make other women unhappy
b) Female body image is not a problem right now
c) Women should all be careful about their weight
d) Real body sized women do not appear in the media enough
In this part of the provincial exam, they will you a conversation between
people. You will have to take the important information for this conversation and
make a poster or visual design. That support the message the people in the
conversation were trying to pass on.
When you want to make something bold you_______________ words.
When you want to make something italicized you
If you want to add in a picture, use a
inside the box.
words.
and write what your picture is
Make sure you have all the information, titles and pictures that relate to what you
are trying to say.
Parallel Structure: __________________________________________________
__________________________________________________________________
Let’s try one together.
Scenario:
You are April Goulet, a member of the Leadership class at Caledonia Secondary School.
Your class is organizing the Terry Fox Run for your school.
Task:
Read the information below. Create an effective poster to be displayed throughout the
school. Your poster should encourage students to participate in the Run, and should include all
the necessary details.
Information:
You and two classmates, Derwin and Rob, are discussing the upcoming Terry Fox Run.
April:
“Last year’s Terry Fox Run was a great success, so what do you think will make
kids want to take part again this year?”
Derwin:
“Well, we could remind them that all the money raised goes to help find a cure for
cancer. Who doesn’t think that’s a good cause?”
Rob:
“And anyway, it’s fun to go out and get pledges, especially if you go with a
friend.”
April:
“Maybe friends could challenge one another to bring in the most money. We
could pick up the pledge sheets in a basket on the counter in the main office.”
Derwin:
“Terry Fox is a hero to so many people. I think a lot of kids will run as a way of
honouring his memory.”
Rob:
“Besides, September 14 will probably be a sunny day. Doing the Run will be a
good excuse for being outside. Ms. Kopar says we can have an hour off classes.”
Derwin:
“I know it’s called a ‘run,’ but do we actually have to run?”
April:
“No, you can cover the route anyway you like–rollerblade, skateboard,
wheelchair.”
Derwin:
“Great. That means my friend Madison can come.”
April:
“Now, what other details do we need to tell people?”
Derwin:
“The time and the route. The Run starts at the school track at 11:00 a.m., and goes
from there along Main Street to Hudson Park and back.”
Rob:
“That’s about three kilometres. Even I can handle that!”
Notes:
Category
Content
Organization
Presentation and
Visuals
Grammar
1
2
Information is
Generally
missing and is
acceptable details
incomplete or
but contains
unclear.
some repeated
(redundant/irrelevant
information.
information is
present)
Little evidence of
Evidence of
organization; lacks
organization but
appropriate
layout may lack
emphasis. Titles and
balance.
headings are weak or Acceptable titles
missing
and headings.
No media is included
in the presentation at
all
Some visuals are
included but
maybe irrelevant
or messy
Too many mistakes,
demonstrating below
standard English
Many writing
problems evident
3
Shows effective
understanding of
context,
audience.
Accurate and
includes most
significant details.
Logical in
organization and
uses parallel
structure. Layout
is generally
balanced with
appropriate titles
and headings
Relevant visuals
are included in an
organized way
Some writing
problems
4
Clearly
demonstrates
understanding of
context, audience
and purpose.
Thoughtful and
creative
Logical in
organization with
effective use of
parallel structure.
Layout is
balanced with
effective titles
and headings
Effective visuals
are used to
support the
information in an
organized way
Few or no writing
problems
Scenario: You are Leni Pastel, a member of the students’ council at Marlin Secondary School in
Burns Lake, B.C. The council is planning to hold the annual 30-Hour Famine in your school gym
to raise money for Girls For A Change, an organization that helps young girls feel empowered.
Task:
Read the information below. Create an effective poster to advertise the 30-Hour Famine
and to encourage students to participate.
Information:
You and fellow student council members, Suzanne and Lucy, are discussing plans for the
30-Hour Famine.
Leni:
“We need as many people as possible to come out for the 30-Hour Famine this
year. It’s such a good cause because all the proceeds go to the GFC organization.
What do you think will make people interested?”
Suzanne:
“We should have a band, with dancing.”
Lucy:
“How about asking kRash? They’re really good. And karaoke would be fun too.”
Leni:
“Great! We should also have lots of board games and card games.”
Suzanne:
“We could set up a darts corner too.”
Lucy:
“And don’t forget about movies and video games. I can ask Burns Lake Video to
donate some DVDs and game disks.”
Suzanne:
“Cool! I know my dad’s store will donate juices and bottled water.”
Lucy:
“Mario’s Deli is usually willing to provide breakfast items for the morning after
the fast.”
Leni:
“What’s the date of the Famine again?”
Suzanne:
“Thursday, April 23, starting at midnight, and ending Saturday at 6:00 a.m. The
actual gathering in the gym for the activities starts after classes on the Friday and
goes until Saturday morning.”
Leni:
“We can put the pledge forms for the Famine on the counter in the Main Office.”
Lucy:
“All the activities will really help to take everyone’s mind off being hungry.”
Leni:
“And having lots to do will encourage people to sign up.”
Suzanne:
“Let’s get started on that poster then!”
Notes: