ICC lesson: Stereotypes
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This document discusses stereotypes, defining them as oversimplified or prejudiced generalizations about groups of people. It provides examples of stereotypical statements and examines whether they represent generalizations or stereotypes. The document also discusses how people make quick assumptions about others based on appearance through examples of famous people. It explores common stereotypes about China and asks whether a Pepsi commercial portrayed an inaccurate stereotype. Finally, it suggests ways to help people move past stereotypical views through role playing activities, discussion, and pledging personal actions against stereotyping.
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The document discusses how media texts represent characters, identities, topics and groups through re-presentation rather than a mirror image, using certain ideologies, beliefs and values. It provides questions to consider when analyzing representations, such as who produced the text, who is being represented and how, why specific representations were selected, what has been left out, and who holds power. The document also gives tips for analyzing representations, such as considering the intended audience and how representations have been constructed through elements like camera angles, clothes, and behavior.
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William Wordsworth wrote several critical works including the Preface to Lyrical Ballads in 1800 and 1802. In the preface, he declared that poetry should use common language and focus on subjects from everyday life. He argued that poetry should portray ordinary things in an unusual way and trace the primary human emotions. Wordsworth believed poetry communicates in a higher realm of emotions, using meter to intensify feelings, differentiating it from prose.
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This document provides an overview of notable Elizabethan prose writers including Francis Bacon, Richard Hooker, Philip Sidney, Walter Raleigh, John Foxe, Camden, Knox, Hakluyt, Purchas, and Thomas North. It summarizes their most famous works such as Bacon's Essays, Hooker's Laws of Ecclesiastical Polity, Sidney's Arcadia, Raleigh's Discoverie of Guiana and History of the World, Foxe's Book of Martyrs, Camden's Britannia, Knox's History of the Reformation in Scotland, Hakluyt's Principal Navigations and Purchas's Pilgrimage. It also notes that Thomas North's translation of Pl
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The document provides an overview of drama, focusing on Greek tragedy. It defines drama as a story told through dialogue and performance rather than reading. Greek tragedy originated from religious rituals and competitions between playwrights. Tragedies featured masks, music, dancing choruses, and were based on myths. They aimed to evoke pity and fear in audiences and provide catharsis. Tragedies centered on a noble protagonist with a tragic flaw who faced a reversal of fortune. Key components included plot, characters, theme, language, music, and spectacle. Major Greek tragedians included Aeschylus, Sophocles, and Euripides.
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Sexuality media representation
The document discusses textual analysis and representation for an exam. It notes that students should analyze mise-en-scene, sound, editing, camera shots, angles, movement, position and composition in a television drama clip. Representation is important because media can create and reinforce dominant ideologies and social myths. Textual analysis involves examining what ideologies are being portrayed through techniques used in the clip. Students may be asked to analyze representation of groups like ethnicity or sexuality, and stereotypes of heterosexual and homosexual identities are outlined.
Representation
This document discusses various concepts related to media representation including stereotypes, archetypes, countertypes, gatekeepers, and how representation is constructed through things like framing, foregrounding, and backgrounding. It provides examples of how different groups like women, ethnic minorities, and youth are often represented in media through stereotypes. It also discusses theories of representation from scholars like Mulvey on the male gaze, Barthes on myths, and Hall on encoding and decoding media texts. Viewers are prompted to analyze representations in clips and consider how meanings are made and identities positioned through media constructions.
Lesson 2 - Representation, gender and stereotypes
This document discusses representation and gender stereotypes. It explores the difference between sex and gender, with sex referring to biological characteristics and gender referring to socially constructed roles. It then lists common stereotypes associated with masculine and feminine traits, such as colors, clothes, jobs, and character qualities. The document discusses theorists like Claude Levi-Strauss and their views on binary oppositions and how meanings are produced. It also analyzes representations of men focusing on strength, power, attractiveness, and physique, while representations of women focus on beauty, sexuality, emotions, and relationships.
Representation
This document discusses representation in media and how audiences receive and interpret representations. It explains that representations carry implicit ideologies and values that shape how we see the world. Stereotypes are discussed as oversimplified representations of groups. The male gaze and ways women are objectified in media are also covered. The postmodern idea that media blurs reality is presented along with theories of how ideologies shape the representations used in media texts.
Teaching for Diversity
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Representations of gender in the Media
This document discusses gender representation in media. It begins by outlining the learning objectives of exploring how femininity and masculinity are represented in media through stereotypes in film, music and advertising. It then discusses student tasks analyzing representations of gender in magazines, television shows, and advertisements. Specifically, it notes that women are often represented narrowly through domestic or sexualized roles, while representations of men increasingly focus on physique, strength, and sexuality. The document aims to have students understand and critique common gender stereotypes in various media.
Representation new
This document discusses representation in media and provides examples of stereotypes and archetypes. It addresses representation of gender, age, ethnicity, and other demographic groups. Students are prompted to analyze representation in their own work, considering whether stereotypes are present and how different groups are portrayed. They are asked to think about topics like gender stereotypes, ethnic representation, age portrayal, and cultural appropriation. The document also briefly covers semiotic analysis of denotation and connotation when analyzing images like film posters.
Q3) What is...
This document discusses cultural stereotypes presented in media. It begins by having students identify and define stereotypes depicted in an image. Students then work in pairs to list stereotypes of various cultures/regions, such as Southern America, England, New York, Italy, India, Australia, Africa, Russia, the Middle East, China, Turkey, and Eastern Europe. The document cautions that while stereotypes stem from truths, the media often inaccurately depicts entire cultures through them. Students then watch videos portraying stereotypes and analyze them in groups. Finally, students perform scenes representing and challenging stereotypes they were assigned.
D3-EWRT 1A
This document provides an agenda and instructions for a creative writing class focused on the Harry Potter series. It assigns students to fictional Hogwarts houses and explains how house points will be earned. It discusses analyzing an argumentative essay from the assigned reading and introduces the prompt for Essay 1, which asks students to argue how a marginalized character from Harry Potter and the Chamber of Secrets responds to their marginalization. The document outlines the introduction and thesis statement, emphasizing a focused presentation of the issue, a clear position stated in the thesis, and forecasting of reasons. Homework includes continuing to read Harry Potter and the Prisoner of Azkaban, a sample student essay, and two articles on marginalization.
Speech151chapters2and4
The document discusses how a student sees themselves through various interests like cartoons, sports, and spending time with family as well as interests in history, current events, and education. It also expresses that the student's concept of self is determined by roles, status, power, gender, and culture. The student has a passion for personal development and facilitating change.
Speech151chapters2and4
Does not contribute ideas, just
helps others
Dominator: Tries to control the group
Joker: Clowns around and distracts the
group
Withdrawer: Does not participate or
contribute
Media narrative codes
i am not sure where i have acquired this so if you are the audience i apologise for not citing your creative and intellectual rights. I suspect I found it somewhere on here or on an OCR training day - i have changed it somewhat so thanks for the original
Representation of gender and stereotypes
This document discusses representation of gender and stereotypes. It begins with an activity asking students to discuss their ideal man or woman, and what values this suggests. It then defines sex and gender, and discusses how gender is a social construct involving roles and behaviors considered appropriate for men and women. The document examines how magazines portray ideals of masculinity and femininity, focusing on traits like strength and independence for men, and beauty, relationships and emotions for women. It also discusses stereotypes, their changing nature, and how society treats those who don't conform to norms. Students are asked to consider how media representations reinforce or challenge stereotypes.
Representation (2)
This document provides an overview of key concepts related to representation in media, including:
- Representation refers to how media shows aspects of society through mediation and shared recognition. All representations have underlying ideologies.
- Groups are commonly represented through lenses of Marxism (reinforcing dominant ideologies), feminism (challenging patriarchal power structures), postmodernism, and through stereotypes.
- Stereotypes are simplifications that define our understanding but can enhance perceived realism; they are not always negative, untrue, or rigidly defined.
- Students should consider how their own media products use or challenge simplistic representations and reinforce or question dominant ideologies.
Apl07 causes of prejudice
The document discusses several theories of prejudice:
1) Frustration-aggression hypothesis argues that frustration leads to aggression, which is often displaced onto a scapegoat if the original source is unavailable or too powerful.
2) Adorno's authoritarian personality theory proposed that authoritarian child-rearing practices can lead to clusters of prejudices from childhood to adulthood, though situational factors are also important.
3) Social identity theory views prejudice as a way to maintain positive social identity and self-esteem by favoring the in-group over out-groups.
What Is Intolerance?
The document defines and discusses key terms related to intolerance, including prejudice, discrimination, racism, bigotry, and scapegoating. It prompts students to individually define each term and discuss as a class to develop shared definitions. Students are then asked to reflect on a time they have experienced one of these terms. The purpose is to build understanding of these concepts.
Lessons 4 representation
This document discusses the key media concept of representation. It provides a definition of representation as examining how fairly or accurately media texts portray people, places, and ideas. All media texts involve someone's interpretation and are a mediated representation of reality rather than reality itself. The document then provides examples and discussion questions about representation and how certain social groups may receive unfair or limited representation in media due to who controls and works in powerful media institutions.
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ICC lesson: Stereotypes
- 2. What is a stereotype?
- 3. Stereotype Definition “A standardized mental picture that is held in common by members of a group and that represents an oversimplified opinion, prejudiced attitude, or uncritical judgment.” (Merriam Webster Online Dictionary)
- 4. Generalization Definition: A broad statement that applies to a lot of situations or ideas.
- 5. Stereotype of Generalization? • All Americans are rude. • Chinese people tend to value the group more than the individual. • Canadians are generally less openly patriotic than Americans. • All Muslims are dangerous because they are terrorists.
- 6. Stereotype or Generalization? • All Americans are rude. • Chinese people tend to value the group more than the individual. • Canadians are generally less openly patriotic than Americans. • All Muslims are dangerous because they are terrorists.
- 7. First Impressions For each of the following pictures, make as many guesses as possible about the person’s occupation, character or anything else about the person.
- 13. Leila Ali: Boxer
- 14. Ted Bundy: Serial Killer
- 15. Susan Boyle: Pop Star
- 17. What stereotypes do people from around the world have about China and Chinese people?
- 18. Do you think the Pepsi TV commercial shows an inaccurate or stereotypical view of China?
- 19. Role Play Activity • Students will get into groups of four and each group will be given a prompt • Groups must create a 2-4 minute play based on their prompt • Groups will get 10 minutes to prepare their play • Everyone in the group must speak in the performance • After each group performs, some students will be asked to identify which stereotypes they saw in the play and how they were proven false
- 20. Final Discussion Question How can people be convinced not to hold stereotypical views of others?
- 21. Homework Assignment • Write a 100-150 word response to the question below. Bring a paper copy of your writing to class next week. Students will exchange essays and make comments and corrections on each other’s writing and ideas. What will you do in your life to fight against stereotypes?