This resource was developed to educate and promote positive body image among adolescents. Adolescent identity development is shaped by changing social, emotional, physical and psychological needs. These needs are often influenced by social and economic contexts such as mass media, sexuality, culture, family, socio-economic status and impacts greatly on their identity formation. ‘The impact of simultaneous physical, emotional, intellectual and social factors as students move through the Middle Phase of Learning creates needs and challenges for this age group that are significantly different from the needs of younger children or older adolescents’ (South Australia Curriculum, Standards and Accountability Framework, 2005). It is evident that generation Y possess a strong relationship with digital technologies. This unification has caused educational communities to implement digital technologies to engage their students. “Online technologies afford clear educational advantage to teachers, students and parents through providing the flexibility to meet the needs of non-traditional students, the increased ability to customise learning for special needs groups and the potential to expand learning opportunities of students living in isolated and remote locations” (Brook & Oliver, 2006). A website was chosen as the learning tool for this teaching resource. Kenway and Bullen (2001) discuss the issues adolescents face as they engage with new technologies, mass media, popular culture and consumer culture in sophisticated ways. These new technologies can have clear implications for identity and peer development; therefore educators need to establish positive resources for students to engage to with. Protopage was the foundation for this teaching resource as it enables users to communicate text, video, picture and links to a public or private audience. The website is visually appealing, simple to navigate and provides numerous options for modification. This website could you used in various ways to increase student engagement. The focus of this website is to increase understanding and positive awareness regarding body image and the influences of mass media. This website was designed to enable educators and students a variety of learning opportunities. This website has been developed to be teacher or student led. The layout is simple to navigate and each task is explained. There are numerous benefits to student based learning, resulting in students feeling empowerment and in control of their learning. Groundwater-Smith, Mitchell, and Mockler (2007) states that ‘adolescent learners are eager to experience and develop academically engaging texts. Body image was broken down into various sub-topics and these became the titles on the dashboard. There are seven tabs on the dashboard, each in order of approach. There are numerous learning experiences and activities available on the website. The first tab on the dashboard is a KWL chart. The purpose of the KWL chart is to gain an understanding of what students know and want to know about a topic. Evaluating the data collected from the KWL chart informs educators of areas of interest and relevance to students. The next tab on the dashboard is a body image survey. The survey prompts students to respond to a variety of questions relating to their age, gender, health, media influences and self-esteem. This survey is another form of inquiry which aims to gain information regarding the content and learning experiences to develop for students. The next tab on the dashboard is titled ‘past and present’. There are various activities inside this tab for students to complete. Students are required to respond to two videos and six images. Prompting students to deconstruct the images and make inferences increases their engagement and critical awareness. There is a large cultural presence throughout schools across the nation and as educators we need to cater for the needs posed by these students. As I researched more it became evident of the ‘clicks’ and social group’s students formed by adolescents. The relationships students formed in adolescence are crucial to their identity development and therefore educators need to promote positive opportunities to strengthen their identity. ‘Young people who experience a diversity of educational relationships, in a range of contexts, have a better understanding of how they work. Thus they are in a better position to use that understanding to negotiate the educational relationships that they have with teachers in school and consequently improve their access to the curriculum’ (Wikeley, Bullock, Yolande, & Ridge, 2009). Therefore the next tab developed for this site was titled ‘culture and peer relationships’. This tab prompts students to investigate group formation and reflects on socio-cultural contexts. Students research positive body image in various cultures as well as listing various types of social groups. These activities aim to extend students thinking to inquire and make inferences about issues outside their community. Learning experience models to all students the diverse values, beliefs and actions of cultural and social diversity. Furthermore, Bahr and Pendergast (2005) the challenge for schools to establish positive peer culture and to provide effective interventions for those already engaged in negative peer cultures and destructive behaviours. ‘Mass Media’ is the final section for this website. This tab explores how digital manipulation within the media promotes unhealthy role models to adolescents. This section prompts students to develop positive relationships with peers and increase self-esteem and confidence among themselves and others. Adolescents have access to numerous types of media outlets and are exposed to various negative stereotypes. Our emotions influence and affect everything we do and think. It is not surprising that they are subject to a developmental framework just like our other personal characteristics, and that during adolescence there is a developing complexity to our feelings and the ways in which we interact with the world. Bahr & Pendergast, p.133. (2007). It is essential that adolescents are aware of the negative ploys posed by the media and understand that these views are unattainable. This is achieved in this website by implementing visual literacy to show students before and after shots of celebrities who have been subject to Photoshop. Adolescents in the Middle Years are a product of their environment. They are exposed to social expectations and stereotypes set by the media and therefore are expected to confide in these contexts. The media sets the precedent that happiness, popularity, sport, friends, relationships wealth etc is all that matters and prompt adolescents to desire this unachievable target. Bahr and Pendergast (2005) state that “In terms of social development, young adolescents have an intense need to belong, to be accepted and to have a sense of identity”. This website aims to provide a deeper understanding into how mass media, culture and peer relationships influence body image among adolescents. Catering for adolescents requires educators to find alternatives and make modifications to learning experiences that cater to individual needs.

Engage in a whole class discussion and complete the KWL chart on regarding student knowledge and expectations for this topic. Open KWL in ActivInspire (Smartboard).

Open the KWL in your student file, located in G drive

Students are to log in and complete the survey individually. The survey can be accessed through the link below. Model to students how to respond to a survey. Prompt students to send survey to their email address. http://www.surveymonkey.com/s/5VNWWZJ

Body Image survey Complete KWL chart Begin researching negative examples of body image

Past and present fashions and stereotypes

>Whats the difference between these photos? >Make a list of comparisons and contrasts between past and present.

Watch video: Bathing beauties at the beach, c1929 Images: compare and contrast Watch video: New Swimsuit styles

‘Young people who experience a diversity of educational relationships, in a range of contexts, have a better understanding of how they work. Thus they are in a better position to use that understanding to negotiate the educational relationships that they have with teachers in school and consequently improve their access to the curriculum’ (Wikeley, Bullock, Yolande, & Ridge, 2009).

In groups cut out images and text from: > magazines > newspapers > Internet > Brouchures Construct a collage poster that demonstrates how positive body image is represented through diverse cultures. There must be at least one example of positive body image from every continent.

Watch the clip from mean girls. Discuss as a class diverse types of social groups and the characteristics of each group. For example, What makes a goth different to an emo?

In pairs cut out images and text from: > magazines > newspapers > advertising brochures > pamphlets Construct a collage poster depicting how contemporary media and advertising model negative body image.

Mass Media and Body Image

•What are the most common stereotypes that the media and advertising present us with? > > > > •How does the media and advertising exploit these stereotypes to target particular markets? > > > > •What techniques are used to manipulate a message so as to influence readers or viewers? > > >

Discuss with students how the media uses digital manipulation to alter their product to appeal to the public. List examples of companies that use digital manipulation and provide an example: > > > > >

Click on the link to engage in a digital brainstorming session with students. Prompt students to discuss various types of media types. e.g. magazine, televison etc

 

 

 

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Image curtosy of elistmania.com. 10-9-11

Image curtosy of complex. 10-9-11

Image curtosy of elistmania.com. 10-9-11

• YouTube

• Survey Monkey

• Body Image and the Media- Reading

• The Millennial Adolescent By Nan Bahr, Donna Pendergast

• TLF e-content

• Yahoo!

• Wikipedia

• bubbl.us

• fake or foto

Bahr, N., and Pendergast, D (2005). The Middle Year’s Learner. Teaching Middle Years. Allen & Unwin: Australia. Bahr, N., and Pendergast, D. (2007). The Millennial Adolescent . Camberwell, Victoria: ACER Press. Brook, C., & Oliver, R. (2006). Online Learning Communities: Enhancing Learning in the K-12 Setting. Kenway, J. & Bullen, E. (2001) Consuming Children: Education Entertainments Advertising. Buckingham, UK: Open University Press. Groundwater-Smith, S., Mitchell, J., & Mockler, N. (2007). Learning in the middle years, more than a transition. Melbourne: Thomson. South Australia Curriculum, S. a. (2005). Learners and Learning. Retrieved August 22, 2011, from South Australia Curriculum, Standards and Accountability Framework: http://www.sacsa.sa.edu.au/index_fsrc.asp?t=Home The Learning Federation. (n.d.). Learning Path. Retrieved September 7, 2011, from TLF eContent: http://econtent.thelearningfederation.edu.au/ec/fav/home Wikeley, F., Bullock, K., Yolande, M., & Ridge, T. (2009). Educational relationships and their impact on poverty. International Journal of Inclusive Education , 377-393.

If you would like to access the video content in this site. Click the link and fill in the login details below Username: jessica.leahy2@griffithuni.edu.au password: griffith