Level(s): Grades 11 - 12
Overview
|
This lesson and all associated documents (handouts, overheads, backgrounders) is available in an easy-print, pdf kit version.
To open the lesson kit for printing, click here.
To print only this page, use the "printable version" link at the top of the page.
|
To introduce students to the use and prevalence of sexuality in advertising.
Learning Outcomes
Students will demonstrate:
- an understanding of the multiple meanings of sexuality
- an understanding of the ways in which the media capitalizes on sex to sell a wide variety of products
- an understanding of thevalue systems underlying sexualized media messages
Preparation and Materials
Prepare these overhead transparencies
For this class you may use advertisements from magazines brought in by students or choose from the advertisements listed below
The Lesson
1. Place the first overhead, Sex, onto the projector. Ask your students
- Does this word get your attention?
- Why does it get your attention?
It is human nature to be curious about sex. You know this and so do advertisers.
2. Place the Sex Sells overhead onto the projector
In the marketing world it is no secret that sex sells. But what is sex?
3. Place the Sex Has Multiple Meanings overhead onto the projector.
When we define sexuality, we can look at it from a biological, emotional/physical or spiritual point of view.
4. Ask your students for a biological definition of sexuality. After giving them an opportunity to come up with their own definitions, place Biological overhead onto the projector. Points to consider are:
- from a biological standpoint, sex is a reproductive mechanism
- it is a basic biological drive that exists in all species
- it is hormonally controlled
5. Ask your students for an emotional, or physical definition of sexuality. Once they have suggested their own definitions, place the Emotional overhead onto the projector, reinforcing the idea that:
- sex represents a bond between two individuals
- it is an expression of profound emotional feelings
- it is a physical manifestation of emotions of love, trust, and caring
6. Ask your students for a spiritual definition of sexuality. After they have brainstormed definitions, place the Spiritual overhead onto the projector, emphasizing that from a spiritual perspective
- sex is an expression of inner human spiritual life
- it is an ethereal, unearthly connection between two individuals
7. But sex is not always used positively. What are some ways that sex can be used in a negative manner? Sometimes, sexuality can be used to dominate or control another individual. (Place Power overhead onto the projector.)
When sexuality is used in advertising, certain values and attitudes towards sex are being 'sold' to consumers along with the products. The overriding question that must be asked when deconstructing any advertisement, is "what underlying message is being sold by this ad?"
Ask students what messages they receive from the following (or similar) ads:
- Calvin Klein (the message that innocence is sexy - the concept of the "sexy virgin" - most often through the depiction of young people in provocative poses.
- Versace, featuring Madonna (linking pain and violence with sexiness and glamour)
- Gasoline Jeanswear and Escape Perfume (When men dominate, the result is both natural and sexy, and women enjoy being dominated in this way.)
- Budweiser Beer (If women could choose, they would sell sex whenever they could - that if you buy a certain product, the woman comes with it.)
- Wonderbra (Women are sexual objects to be looked at and played with - naughty but legal.)
Historically, the trend in advertising has been to eroticize women more often than men. However, in recent years we have begun to see young men portrayed in a similar manner, though you are still more likely to see women sexualized in advertisements. This becomes very apparent when you look at ads that depict couples together, or in advertising campaigns that use men and women to advertise the same product. (Distribute Comparison Ads or similar advertisements among students.)
Ask your students
- Why do you think women tend to be sexualized more often than men?
- Why might young men now be sexualized in the same manner?
When looking at couples in ads, note the sex-role messages. Is one person dominant? Who has the power? Sometimes messages are very subtle - a man's hand placed on a woman's shoulder might not be sexual, but it may indicate dominance and control. As students decode these advertisements, ask them to consider the following:
- What are the women doing?
- What are the men doing?
- Who is in the foreground?
- Who is in the background?
- How is juxtaposition used to convey meaning?
- Are the women or men placed beside objects that send out specific messages?
- Who is active?
- Who is not?
- How are they dressed (or undressed)?
- Are there any patterns in the images of males and females that emerge from these ads?
- Are there any ads that break these patterns?
Activity
- Divide class into groups
- Distribute Task Sheets to students
- Each group is to select and deconstruct four advertisements from the magazines they have brought to class:
- one depicting women in a sexualized manner
- one depicting men in a sexualized manner
- one depicting a couple in a sexualized manner
- one depicting a couple in a more positive, egalitarian manner
- Using their Task Sheets as a guide, students are to analyze the ads they have chosen and present their responses to the class.
- A written response to the questions on the Task Sheet will also be submitted by the group.
Evaluation
- Group presentation and completed Task Sheet.
