Deconstructing Gender
Less Stereotypes, More Awareness
Overall Information
End-Product
Assessment Criteria
Schedule & Material
“Achieving gender equality requires the engagement of women and men, girls and boys. It's everyone's responsibility”
Ban Ki Moon
Overall Information
What are we aiming at?
"Deconstructing Gender: Less Stereotypes, More Diversity"
When?
5 weeks from now, 3 lessons/week = 15 lessons
What?
Raise and foster gender awareness in relation to gender-stereotypes.
How?
Acquiring 4 different theoretical aspects of gender and gender-stereotypes during the week's theory blocks, resulting in an end-product that reflect's your learning and awareness processes and serves as an access to gender-awareness for further members of the school which is developed in the productivity blocks.
End-Product
What are we aiming at?
"Deconstructing Gender: Less Stereotypes, More Diversity"
What?
Development of a comic which visually deconstructs an individually chosen gender-stereotype.
How?
With the tablet App Canva.
Additionally, you document the development process as well as your learning process during the course of the project in an accompanying Mahara portfolio.
When?
You can work on your end-products at any time. However, in weeks 2-4, the single lesson is respectively dedicated to development and execution of your comics. Here, you are able to solicit feedback from your peers as well as from your teacher.
Assessment Criteria
What are we aiming at?
The basis for your assessment at the end of the project is built by:
1) end-product
2) portfolio
3) language aspects
The exact assment criteria can be assessed through the project Padlet:
general schedule
Theoretical Aspect 1
Lesson 1 & 2:
Theory Block 1
Lesson 3:
Productivirty Block 1
Exhibition & Reflection Week
Lesson 13 & 14:
Exhibition
Lesson 15:
Reflection
1
2
3
4
5
Theoretical Aspect 2
Lesson 4 & 5:
Theory Block 2
Lesson 6:
Productivity Block 2
Theoretical Aspect 3
Lesson 7 & 8:
Theory Block 3
Lesson 9:
Productivity Block 3
Theoretical Aspect 4
Lesson 10 & 11:
Theory Block 4
Lesson 12:
Productivity Block 4
Deconstructing Gender
Less Stereotypes, More Diversity
Deconstructing Gender
Less Stereotypes, More Diversity
Gender-stereotypes and me
Lesson 1, 2 & 3
The social roots of gender-stereotypes
Lesson 4, 5 & 6
Gender representation in our media
Lesson 7, 8 & 9
Gender in the English language
Lesson 10, 11 & 12
Exhibition Week
Lesson 13, 14 & 15
1
2
3
4
5
Final schedule
Gender-stereotypes and me
Theory Block 1
Exercise
Group together with 3 of your peers sitting next to you. Try and come up with 2 examples for each question below. You have 20 minutes.
1) When was I stereotyped because of my gender?
2) When did I stereotype somebody else because of their gender?
Write down your findings as they will be discussed in the beginning of the next session.
Deconstructing Gender
Less Stereotypes, More Diversity
Gender-stereotypes and me
Lesson 1, 2 & 3
The social roots of gender-stereotypes
Lesson 4, 5 & 6
Gender representation in our media
Lesson 7, 8 & 9
Gender in the English language
Lesson 10, 11 & 12
Exhibition Week
Lesson 13, 14 & 15
1
2
3
4
5
"Devenir"
Géraldine Charpentier-Basille
Exercise
While watching the following video without further context, try and focus on the following aspects
- What does the video convey visually and auditory?
- Can you try and come up with a thesis what the video is about?
- Who are the people involved in the video?
Charpentier-Basille, G. (2018). Devenir. Retrieved on April 20, 2022, from https://vimeo.com/236305663
The social roots of gender-stereotypes
Theory Block 2
Exercise 1
Conduct to a 10-minute research on Simone de Beauvoir and Judith Butler on the basis of the following questions:
1) Who are these women?
2) What are their main argumentative aspects in regard to gender itself and in the society?
Write down your notes as your findings are going to be discussed in plenum.
Exercise 2
Fill out the worksheet "What is a man, what is a woman?" individually. What strikes you about it?
Deconstructing Gender
Less Stereotypes, More Diversity
Gender-stereotypes and me
Lesson 1, 2 & 3
The social roots of gender-stereotypes
Lesson 4, 5 & 6
Gender representation in our media
Lesson 7, 8 & 9
Gender in the English language
Lesson 10, 11 & 12
Exhibition Week
Lesson 13, 14 & 15
1
2
3
4
5
Tanzer, M. (August 22, 2018). The Bechdel Test: Why it’s important for Students.https://classroom.popcultureclassroom.org/wp- content/uploads/2018/08/therule.jpg
Gender represenation in our media
Theory Block 3
Exercise 1
In groups of 3, conduct to a 10-minute research, each member focusing on one question. Present your findings to your group before we discuss them in plenum.
1) What is the Bechdel Test?
2) What exactly does the Bechdel Test reflect in detail?
3) Is the Bechdel Test the ultimate test, or are there others?
Exercise 2
In the next 30 minutes, collect ideas and approaches for tests that examine various media in relation to their depiction and representation of gender. Be creative! We will talk about them after your creative phase.
Deconstructing Gender
Less Stereotypes, More Diversity
Gender-stereotypes and me
Lesson 1, 2 & 3
The social roots of gender-stereotypes
Lesson 4, 5 & 6
Gender representation in our media
Lesson 7, 8 & 9
Gender in the English language
Lesson 10, 11 & 12
Exhibition Week
Lesson 13, 14 & 15
1
2
3
4
5
Gender in the English Language
Theory Block 4
Exercise 1
Read the informative text on your worksheet "Gender in Language" individually and highlight the for you most important aspects, before the text is read out loud by one of your peers. After reading the text twice, consider the following questions and write down your answers as we will be discussing your findings:
1) What do you think about the information provided?
2) Would you agree/disagree? Why?
3)Have you thought about any of those aspects before?
Exercise 2
Take a look at the given examples of gender-biased vocabulary below the informative text. In groups of two, try to come up with a list of misleading work-titles and other vocabulary and develop gender-sensitive synonyms on the given flash cards. We well discuss your findings in 35 minutes.
Deconstructing Gender
Less Stereotypes, More Diversity
Gender-stereotypes and me
Lesson 1, 2 & 3
The social roots of gender-stereotypes
Lesson 4, 5 & 6
Gender representation in our media
Lesson 7, 8 & 9
Gender in the English language
Lesson 10, 11 & 12
Exhibition Week
Lesson 13, 14 & 15
1
2
3
4
5
Exhibition and Reflection Week
Schedule for today
10:10-10:20
Meeting in groups for last preparations
10:20-11:00
Gallery walk: presentation and group feedback
11:00-11:05
Five-minute break
11:05-11:25
Implementing the exhibition in the school's foyer
11:25-11:30
Conclusion
Exhibition and Reflection Week
Project reflection
Time to reflect!
If you need food for your reflective thoughts, for example, think of the following aspects:
What was your favorite facet of the project?
When did you have the most fun?
What have you learned?
What would you have liked to learn?
What would you have liked to be different?
What aspects could have been expanded/added/left out?
Thank you for participating!
And don’t forget: you are incredibly capable and valuable in all your facets!
