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Workshop Guide for Teachers

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Media Messages

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Workshop 2 of 5Media Messages

RESOURCES YOU WILL NEED:IN THIS WORKSHOP STUDENTS WILL:

• Build media literacy, exploring how images andmessages, from advertising to cinema and socialmedia, are often manipulations of the truth.

• Understand that it is pointless to comparethemselves to images in media because the imagesoften promote appearance ideals in order to sell usproducts and services.

• Generate ways they can challenge and rejectmedia images and messages that promoteappearance ideals.

Learning outcomes and resources

Workshop materials

Workshop guide

Workshop presentation

Two activity sheets (one set per student)

Extension sheet (one per student)

Going further sheet (one per student)

Stimulus film:

• ‘Dove: Evolution’

The film demonstrates to students thetransformation of one model’s appearance fromtheir natural state to a finished image for usein advertising. It reveals how clever lighting,make-up and digital manipulation can distortour perceptions of beauty, contributing tothe pressure we face to live up to unrealisticappearance ideals.

From your school

Projector and whiteboard

You will need to source examples of ads. It isimportant to select ads that will resonate withyour class, both boys and girls. You shouldaim to find two examples, one depicting acelebrity promoting a product aimed at thestudents’ age range, and other examples thatadvertise different products. It can be usefulto search online for popular celebritieswith the following search term:[insert celebrity name] ADVERTISEMENT, e.g.‘One Direction’ ad.

OPTIONAL:

Spare paperFlipchart and markers

Students will each need a pen

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Overview

• What have we learned?

• What are we learning today?

• What do we mean by media?

• How can images be manipulated?

13 MINUTES page 5INTRODUCING MEDIA MESSAGES

• Why is professional media often created in this way?

• How would it feel to have your image manipulated?

• What is the impact of media messages?

• What is the impact of messages and images on social media?

• How can we remix our responses to media messages?

IMPACT OF MEDIA MESSAGES 27 MINUTES page 10

BE A CHAMPION FOR CHANGE

• What have we learned today?

• How will you be a champion for change?

• Congratulations!

• Going further

5 MINUTES page 17

Total time: 45 minutes

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How to use this guide

Learning outcome. Studentsshould achieve this by the end ofthe section.

Visual cues and learningobjectives. To help you steer theworkshop and deliver it effectively.

42

3

6

5

1

Desired responses from students. To help youguide students’ answers in a way that develops theirunderstanding throughout the workshop and hasgreatest impact on their body confidence.

Teacher actions. Non-italicbullet points highlight importantquestions to ask students toensure key workshop conceptsare addressed with optimumimpact on body confidence. Textin italics indicates instructions tohelp structure workshop activities,e.g. where you should play films oruse activity sheets. These can beadapted by you to suit the specificneeds of your class.

Suggested time allocation.Reflects the relative importance ofeach section for achieving learningoutcomes and improving students‘body confidence, but may beadapted to suit the length of yourlesson.

Notes. Ideas andguidance for optimisingthe effectiveness of theworkshop for students.

Key activities. Thekey activities are thosethat are most effectivefor improving bodyconfidence. These areshown in blue and shouldbe prioritized if you areshort of time.

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Students are welcomed to the workshop.

By the end of this section, students will have improved their media literacy, exploring howimages and messages in professional media are often manipulations of the truth.

> Welcome students to the ‘MediaMessages’ workshop. Briefly remindstudents that the workshop seriesaims to help them to explore morehelpful ways to manage appearancepressures and build body confidence.

13 minutesIntroducing media messages

Media Messages

workshop

2 of 5Confident Me:School Workshops for Body Confidence

TEACHER ACTIONS DESIRED RESPONSESPRESENTATION

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> Invite one or two students to recallwhat they have learned in the previousworkshop.

> Summarize any key learning outcomesfrom the previous session studentshave missed.

Students briefly recall what they have learned inthe previous workshop.

Students understand that the workshopwill focus on media images that promoteappearance ideals, and how we can generateways to challenge and reject these mediamessages.


> Briefly explain the areas of focus fortoday’s workshop. Briefly remindstudents of the ground rules to helpcreate a supportive, non-judgementalenvironment throughout the five-session program.

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Students explore what we mean by media. Theycan list different types of media, and sort mediainto two categories: professional media andpersonal and social media.

Students will articulate ways that images inprofessional media can be manipulated throughairbrushing, styling and production techniques.

> Create a ‘reply chain’: get eachstudent to call out one example ofmedia in turn, working your wayaround the classroom with norepetitions. How far around the classcan you get?

• What different examples of media canwe think of?

> Record students’ ideas on a board.

• Which of these examples of mediaare made by professionals?

• Which media do you and yourfriends make?

How can imagesbe manipulated?

Media Messages | Slide

What do we mean by media?

Media Messages | Slide 3

Showing the ‘Dove: Evolution’film can result in immediateboosts to students’ bodyconfidence.2

2 E. Halliwell, A. Easun and D. Harcourt, ʻBody dissatisfaction: Can short media literacy message reduce negative media exposure effects amongst adolescent girls?’, British Journal of Health Psychology, Vol. 16, 2010, pp. 396-403S. Quigg and S. Want, ʻHighlighting media modifications: Can a television commercial mitigate the effects of music video on female appearance satisfaction?’, Body Image, Vol. 8, 2011, pp. 135-142.

Messages, images and films thatare communicated in differentways.

Media:

Images, messages and filmsproduced by companies orbusinesses that are communicatedthrough channels such asTV programs, magazines,advertising, films, music videos.

Profesional media:

Images, messages and filmsproduced by you and your friends,including on social media sites.

Personal and social media:

Any examples of media such as film,TV programs, ads, specific social mediasites, magazines etc.

General responses such as air-brushing,lighting, make-up, choosing the bestfew images out of hundreds taken.

• How are images of people in themedia manipulated or changed?

> Invite one or two responses frommembers of the class.

> Play ‘Dove: Evolution’.• What did you find surprising, unreal or

unlikeable about the finished product?

> Invite one or two responses.


> Explain that we will start by exploringhow images and messages inprofessional media can be a sourceof appearance pressures.

TV programs, film, music videos, ads,computer games.

Photos, videos, comments, selfies,writing (often on social media sites).

Surprise that so much is changed andhow different the model looks from thestart of the film before the hair and make-up starts, to the photo on the billboard.

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> Play ‘Dove: Evolution’ again, thistime in two parts, pausing at the pointthe photos are taken.

Students will recognize or list the different waysthe image in the film has been manipulated.

> Instruct students to workindependently to complete Activitysheet 1, Task 1.1.

• What are all the decisions that weremade about the image before thephotos were taken?

> Play ‘Dove: Evolution’ after thephotos were taken.

> Instruct students to completeActivity sheet 1, Task 1.2.

• What are all the decisions that weremade about the image after thephotos were taken?

For example – the photographerwas chosen, the model was carefullyselected, her hair was styled, eyemake-up and foundation was applied,and professional lighting was used.

How can imagesbe manipulated?


For example – just one photo wasselected, blemishes and spots wereremoved, the skin tone was altered, herneck was elongated, they made herhair fuller, they lifted her eyebrows andmade her eyes bigger and whitenedher teeth.


Ask students to be specificabout how the changes aremade through the differenttechniques identified.

Students record their reactions to the film onActivity Sheet 1.

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Students will share their reactions to themanipulation they witnessed in the film. They willbe able to explain why it is unfair and unrealisticto compare themselves or others to manipulatedimages they see in the media.

Help students recognize thateven celebrities don’t look likethey do in magazines whenthey’re going about their dailylives.

Be sure to get the students toverbalize that they do not thinkit’s a good idea/fair/realisticto compare themselves or othersand why they think this is so.

• How might you view images differently?

• What are some examples of othermedia you see that manipulate imagesof people in similar ways?

> Use the slide to share the differentdecisions made for ‘Dove:Evolution’.

> Facilitate a short class discussion.

How can images be manipulated?

Agreephotography

brief

Choosephotographer

Choose model

Manicure andpedicure

Hair styling(colour, wash, blow dry)

Make up

Chooseprofessional

lighting

Before After

Review allshots,

select one

Eraseblemishes

Correct hair andmake it

appear fuller

Evenskintone

Elongateneck

Reducefacial width

Enlargeeyes

Lifteyebrows

Fillout lips

Whitenteeth

Photostaken



‘Average’ people are not modelsand do not have make-up artistsor hairstylists or professional photoeditors to make them look perfect,so it is like comparing things on totallydifferent levels, which is not fair.

• Why do you think is it unrealistic orunfair to compare the way you or yourfriends look to manipulated images ofpeople you see in professional media?

Images in the media are neither realnor achievable.

• What have you learned from watchingthe film?

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Try to answer all of thesequestions for at least two adsto allow students time to reflecton the way ads are designed.

Impact of media messages

> Explain that now they have exploredhow images in professional media areoften manipulated, students are nowgoing to consider the messages thatoften accompany these images.

> Show your ads. Rapidly guidestudents collectively throughthe key questions for eachexample ad, encouraginga whole-class response.

By the end of this section, students will have understood that it is pointless to compare themselves to imagesin media because the images often promote appearance ideals in order to sell us products and services.

27 minutes

Students will recognize that images inprofessional media (specifically ad)reflect current appearance ideals in orderto promote their products and services.

Why is professional media oftencreated in this way?

A Q A F R E S Hw a t e r


• Why are they using a person wholooks like this?


Show the ad you have sourcedalongside this slide. You canfind more details on the type ofad to source in the equipmentlist on p. 2.

Advertisers want people to comparetheir own looks or lives to the onesthey see in the ads. They imply that bybuying that product, people can getcloser to matching appearance ideals,even though this is unrealistic and unfairbecause most images are manipulated.

If the ad is for a product, to make it looklike the product works as well as the adpromises. They are attractive and appealinglooking, and popular with the peoplewho would like to have that product.

Student responses will depend on thead you select.

• Why would they manipulate a pictureof this person to make them look moreideal in this ad?

• What is being sold in this ad?

• Who are they using to sell it?

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Why is professional media oftencreated in this way?

• Promise

• Feelings

• Actions

• Results

• Fix


Students will recognize or list the different waysthe image in the film has been manipulated.They will be able to explain why it is unfair andunrealistic to compare themselves or others tomanipulated images they see in the media.

> Explain that we are going to explorethe messages behind ads in furtherdetail.

> Facilitate a class discussion using oneof the ads you have selected.

• What does the ad promise?

The ad promotes appearance idealsor an ideal lifestyle and connects this withusing the product. It suggests buying theproduct will make you a better person,or make you better looking, andadvertising promotes the idea that peoplewill not like you as much if you don’t buythe product.

You may want to use the‘Extension sheet’ with moreable students, or set it as anindependent follow-up task. Tryto guide students to providethese answers for themselves,but they may need some supportin articulating these points.

The feelings stage is reallyimportant – this is the responseadvertisers want to generateand it’s these feelings thatprovoke the action of buying theproduct.

• How do people respond to fix theseresults?

> Repeat these questions again for thesecond ad you have selected.


The person looks for another productthat promises a better solution.

Even though the product works, itdoesn’t produce the desired changein look or lifestyle. This leads todisappointment and feelings of failure.

• What are the results of these actions?

They purchase the product, hoping it willmake them change to be more like whatthey see.

• What actions do people take afterseeing the ad?

Viewers feel dissatisfied and wantto make changes so they look morelike what they see in the ad. They areinspired and hopeful that the productwill help them get closer to meetingappearance ideals, and achieving theideal lifestyle, just like what they see inthe ad.

• What feelings does the ad evoke?

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• How do you think celebrities andmodels might feel after their imageshave been so drastically altered?

• Do these images make them feel thatthey have an ideal lifestyle?

You may like to refer to recentexamples of celebrities whohave openly commented on themanipulation of their photos.

Students consider the emotional impact thathaving your image manipulated can have.

How would it feel to have yourimage manipulated?


They make them feel sad, unworthy,insecure, not good enough.


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> Explain that we aren’t just exposed tomessages about appearance ideals inprofessional media, but in all differenttypes of media.

> Play the short animation on theslide and facilitate a short classdiscussion.

• Where do you see appearance idealsin the media throughout the day?

• How many times a day do you seeor read something that promotes theneed to match appearance ideals?Is it tens? Hundreds? Thousands?

Reinforce that it is not just theimages we see but also themessages we are given thatadd to the pressure to achieveappearance ideals.

Answers could include social media, TV,advertising, magazines, newspapers,phone apps, taking photos. All types ofimages can manipulate the truth, suchas films, music videos, computer gamesand their own and their friends’ pictureson social media.

What is the impact ofmedia messages?


Students recognize how frequently they areexposed to messages that promote appearanceideals, and the impact this can have. Theycommit to challenging such images in the media.

> Initiate a class vote.

• Raise your hand first if you think thismanipulation and these messagesare right? Or second, if you thinkwe should challenge such imagesbecause they are unhelpful?


It is not fair or helpful to manipulateimages and promote these messagesin this way, because they do not reflectthe truth. This means it is also not fair tocompare ourselves with these images.

• How does the media we seethroughout our day promoteappearance ideals? What messagesdo they include?

Media messages that promoteappearance ideals include: that lookinggood is easy; that everyone shouldfocus on how they look rather thanother things in life; and that if you don’tlook like appearance ideals, you are notgood enough.

Each form of media or communicationmight be unhelpful, or even harmful.

Voting in this way allows studentsto demonstrate their personalcommitment to changing the waythey consume media.

Inviting a few students to givetheir opinion will help them toconclude by themselves that it isneither fair nor useful to compareoneself to altered images in themedia.

• What might the impact of all thesemessages be?

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> Explain to students that they are goingto explore messages behind differentmedia in more detail, and the reasonswhy it is unfair to compare themselvesto such images.

> Arrange students in small groups.

> Instruct students to complete one ormore examples on Activity sheet 2.

• What message is each type of mediatrying to get across?

Because these images are not realistic,it is not fair to compare ourselves to theappearance ideals that are promoted inmedia images and messages.

• Why is it unfair for us to compareourselves to this media?

> Invite one or two groups to share theirresponses.

Students work together to recognize themessages behind different media, and explainwhy it is unfair to compare.



• Raise your hand if you think it is fairand useful to compare yourselvesto images or messages promotingappearance ideals, or if you think it’sunhelpful – or even harmful?

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• Raise your hand if you think weshould all challenge manipulatedimages in the media or messagesthat promote appearance ideals.

> Explain that the easiest way to takepersonal action is to change the waywe each respond to, and challenge,media images. This means takingapart the messages we receive,and taking action to change whatmessages and images we consume.

> Ask students to discuss in pairshow they might pass on or reinforceappearance ideals on social media.

• What strategies do people useto create pictures of themselvesthat show them looking close toappearance ideals?

• How does viewing images like this onsocial media sites make you feel?

Draw out the negative impactof viewing images that promoteappearance ideals/the ideallifestyle.

Students explore how appearance ideals arepromoted through messages and images onsocial media, and the impact this can have.

Answers could include the angle thatpeople take selfies at, only putting upphotos they think they look best in,using photo editing apps or filters.

Encourage students to sharespecific strategies. Youcould remind students of thedifferent techniques they sawin ‘Dove: Evolution’. Are similartechniques used in personaland social media?

What is the impact of messages andimages on social media?



Help students understand itis okay to want to look goodin selfies, but trying to lookgood all the time, or as the onlyfocus of social media activitiescan get in the way of otherimportant things they mightalso want to promote, likeshowing themselves having fun,focusing on achievements, etc.

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> Instruct different groups of students toconsider a type of media each.

• What might you do to show that youdon’t agree with, or don’t like, theway advertising and media, includingsocial media, emphasizes or reinforcesappearance ideals?

> Invite students to share responses foreach different type of media.

Encourage students to becreative with their ideas.

You could avoid editing or retouchingyour own photos, tweet positivemessages, write to magazines,campaign against the use of retouchedphotos, tell people what happens inimages, start an online petition.

Students generate ways they can change howthey create or consume different media tochallenge messages that promote appearanceideals.

How can we remix our responsesto media messages?



It might be helpful to sharean example. One exampleis 14-year-old Julia Bluhmin America who created anonline petition that resultedin Seventeen magazinecommitting to not retouchmodels’ body or face shapes.

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What have we learned today?

Media images are

often manipulated.

It is harmful to

compare real people

to media images.

We can remix ourresponses to media

messages.


Be a champion for changeBy the end of this section, students will have reflected on their learning throughout the workshop,committing to one action to champion body confidence.

Across the workshop, students will have:

• Built media literacy, exploring how images and messages, from advertising to cinema and social media, are often manipulations of the truth.

• Understood that it is pointless to compare themselves to images in media because they often promote appearance ideals in order to sell us products and services.

• Generated ways they can challenge and reject media images and messages that promote appearance ideals.

> Ask for volunteers to recall, briefly,what they have learned in theworkshop.

• What have we learned in today’sworkshop?

> Invite volunteers to read out the keylearning points from the slide, andsummarize any points students havemissed.

5 minutes

Students will share the key messages fromtoday’s workshop.

Students articulate the key messages intheir own words.


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> Ask one or two students to share:

• What have we learned about imagesin the media?

> Thank students for their participationin today’s workshop, and draw theworkshop to a close.

For example, students could share whatthey know about the manipulation thattakes place in the media with others,challenge a brand or media outletthat uses manipulated media images,change what they choose to publish onsocial media sites.

How will you be a championfor change?


Students will use what they have learned intoday’s workshop to make a commitment tochallenge or resist images or messages in themedia that promote appearance ideals.

Help students to choose a smalland specific action, which willmake it easier for them to keepto their commitment.

If possible, offer to stay behindor speak to students at anothertime about anything you havecovered in the workshop.

Congratulations!You’ve now completed Workshop 2 ofConfident Me: School Workshops for Body Confidence.

The next workshop is:Confront Comparisons.



> Invite one or two students to sharetheir ideas with the class.

• How will you personally challenge orresist images promoting appearanceideals in the media?

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> Encourage your students to explorethe ideas raised in today’s workshopby completing the ‘Going further’sheet before the next workshop.

> Suggest they identify three ways theycompare the way they look with thosearound them.


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You have now completed Workshop 2: Media Messages from the Confident Me: School Workshops for Body Confidence.The next workshop in the series is: Confront Comparisons.

Adapted from ‘Happy Being Me’ with permission andunder licence from Susan T. Paxton, Sian A. McLean,Shanel M. Few and Sarah J. Durkin, 2013.

ABOUT THIS WORKSHOP:

In this workshop, students identify how valuing andfocusing too much on the way people look often leadsthem to compare their own appearance with their friendsas well as people they see in the media.

Students see that the features they tend to focus onwhen comparing themselves with others are the featuresthey don’t like, and that they choose to compare withpeople who they perceive have much better versions ofthese features. They explore how these comparisonsare unhelpful and can be harmful due to the negativefeelings they create in themselves and in others. Finally,they practice using alternative, more positive responsesduring moments of comparison that help them all have theconfidence to be the best version of themselves and tocelebrate their individuality.

Access the materials for this workshop, and others in theConfident Me: Five-Session Program atselfesteem.dove.ca

Confront Comparisons | Slide 1

Confront Comparisons

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3 of 5Confident Me:School Workshops for Body Confidence

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