Level: Grades 9 - 12
Overview
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This lesson helps students become aware of the under-representation of First Nations peoples and visible minorities in the media. Students begin with a discussion about different forms of diversity and then read and discuss handouts about representation of visible minorities and First Nations peoples in broadcast media. Assignments include a journal entry responding to the statement "What is not said by the media is as important as what is explicitly articulated" and diversity audits of news programs, dramas, TV advertisements and sitcoms. For students who wish to investigate this topic in depth, there are a series of extension activities.
Learning Outcomes
Students demonstrate:
- awareness of the imbalance that exists regarding representation of First Nations peoples and visible minorities in the media.
- understanding of the effects of under-representative and stereotyping on both non-white people and on society's perceptions and attitudes towards them.
- appreciation of the consequences of under-representation both behind, and in front of the screen.
Preparation and Materials
Photocopy the following student handouts:
Procedure
Ask your students:
- How would you define diversity?
- What kinds of diversity are there? (Students may identify sexual orientation, religious, cultural, economic and racial diversity as examples that exist in society.)
- Do you feel that the diversity that exists in society is accurately represented in the media?
In today's class, we're going to focus on racial diversity and the media – how First Nations peoples and visible minorities are represented on films, TV, advertisements and in the news.
Distribute The White Screen: Absent Voices in the Media and Minority Representation of Reporters and Sources in Canadian Television News to students. Once they have completed reading these handouts, ask the following questions:
- This article identifies “North of 60” and “The Cosby Show” as examples of programs that represent racial and cultural diversity. Can you think of other programs that do this?
- Do you agree that First Nations peoples and visible minorities are under-represented in advertisements?
- Can you think of any ads that portray First Nations peoples or visible minorities?
The author of this article identifies the problems of stereotyping, or 'window dressing' in film and TV programs.
- What is the message that viewers receive when the majority of main characters on television are white males?
- Is there a genre of television show in which visible minorities are represented? Are these accurate or positive depictions?
- What are the dangers of stereotyping?
- What is the danger of under-representation of visible minorities and First Nations peoples as newspaper reporters, editors and producers?
- Do you think that there is a bias in how visible minorities and First Nations peoples are depicted in the news?
- What perceptions are created in the types of stories seen in the news that feature visible minorities and First Nations peoples? What stereotypes are reinforced?
A significant change in the television industry over the past few years has been the emergence of specialty cable channels (Ask students to brainstorm some of these new channels).
In theory, these specialty channels offer visibility to a wide range of interest and cultural groups. However, concerns have been raised that instead of promoting culture, tolerance and understanding, these stations may actually act as “ghettos,” with mainstream media thinking they no longer have a responsibility to promote diversity in their programming and their organizations.
- Do you agree or disagree with this statement? Why or why not?
Class Activities
Activity One
Group Activity – Divide your class into four groups.
Group One will monitor news broadcasts (both national and local, from at least six different television stations) for five days, noting:
- the number of non-white news anchors and reporters
- the number of stories featuring visible minorities or Aboriginal peoples
- the types of stories that are broadcast
- the role of these people within the story (i.e. victims, perpetrators, sources, experts)
- whether there is a difference in representation between American stations and Canadian stations
Group Two will spend half an hour each night conducting a five-day diversity audit of television advertisements, noting:
- the number of advertisements featuring white models and the number using non-white models
- the types of products being advertised in ads that feature visible minorities or First Nations peoples
- how First Nations peoples and visible minorities are depicted in these advertisements (i.e. positive, negative, neutral, stereotyped)
Group Three will survey sitcoms on television that include non-white cast members, noting:
- the depiction of these non-white characters (i.e. their characters' personalities, professions and socio-economic status)
- their role in the program (i.e. are they main characters, guest characters or window dressing)
- the way in which non-white characters are portrayed in these programs (i.e. positive, negative, stereotyped, accurate)
- how the roles played by non-white characters compare to the roles played by white characters in the sitcom
Group Four will survey dramas on television that include non-white cast members, noting:
- the depiction of these non-white characters (i.e. their characters' personalities, professions and socio-economic status)
- their role in the program (i.e. are they main characters, guest characters, or window dressing)
- the way in which non-white characters are portrayed in this program (i.e. positive, negative, stereotyped, accurate)
- how the roles played by non-white characters compare to the roles played by white characters in the sitcom
Each group will prepare a summary of their findings and present them to the class.
Extension Activities
Activity One
Visit MNet's Diversity and Canadian Broadcasting Policy section and the Cultural Diversity section of the CRTC Web site to summarize the policies and initiatives for representation of cultural diversity within the broadcast industry.
Activity Two
Contact local and national broadcasters to find out whether or not they have policies on representation of visible minorities and First Nations peoples in their programming and in their employment practices. If possible, find out their percentage of non-white and Aboriginal employees.
Activity Three
If you were a broadcaster responding to the CRTC’s policies and initiatives for representation and cultural diversity, what plan of action would you create for your company? Create a plan that includes a preamble stating why cultural diversity is important to you as a broadcaster, and then outline all the ways in which cultural diversity would be implemented within your organization. (This outline would be expected to include a wide range of elements for consideration, not just on-air programming. Students must create a plan that promotes cultural diversity throughout their whole organization.)
Activity Four
Music videos are a significant visual medium for teenagers. Have students conduct a diversity audit of the music videos they enjoy. Students could audit representation and messages about race from a wide range of musical genres: hip-hop, rap, rock, alternative, "top ten,” etc. and then compare representation within each of these genres.
Activity Five
Have students read the MNet essay Ethnic and Visible Minorities in the News and write an opinion piece in response to the issues that are raised.
Evaluation
- Journal Entry
- Group presentations
- Extension activities
