Learning intentions Students are learning to…
- To establish what representation is and to introduce the concepts of stereotypes and generalizations.
Success criteria (How do students know they have achieved success?)
I can…
- I can brainstorm different stereotypes and identify the signs / characteristics that make these stereotypes apparent.
- I can I can express a generalization and understand why they are powerful.
Activities
Introductory lessons to focus on what representation is and how audience recognises representations. This is effectively done through showing stereotypes and discussing the generalisations that come from these.
Heading: Representations are most often identified through stereotypes.
Class Brainstorm: Ask the class the questions, What different types of groups exist at school? (pick three to develop) How are these groups identified? What are some of their characteristics? Brainstorm together and then copy into books. Leave about 6 lines, then underneath get the students to write a couple of sentences about what a stereotype is.
If the class find this difficult do one together. Perhaps pick an American high school movie stereotype like ‘Jocks’, ‘nerds’ / ‘geeks’, cheer leaders. Or a more New Zealand focussed group like ‘skaters’, ‘taggers’, or ‘gangstas’. Think about what makes them unique, their characteristics: costume, tag lines, props, setting.
Now ask the class to come up with some generalisations for each stereotype. All skaters … etc. Write these up on the board and get students to copy into books in the gap left earlier.
Ask the question: Why are generalisations powerful? Discuss and then students write up what a generalisation is and why they can be powerful.
Give students A3 paper and ask them to divide in two. On one half write generalisations about New Zealanders and on the other half generalisations about women. They could come up with three to five on each side give them approx seven minutes. Once complete get the groups to pass their paper onto the next group and read the generalisations. You could divide the groups so you had all of one gender in each group, it might make for some interesting generalisations.
Take the papers in to use in the next lesson.
Extension question to consider for discussion: Why are there stereotypes?
